pmp-paired-learning-agreement-booklet-(-2018)

NHS Lothian Paired Learning Agreement and Workbook Modified for use of the Peer Mentorship Programme With grateful thanks to Dr.. This Paired Learning workbook provides information and d

NHS Lothian Paired Learning

Agreement and

Workbook

Modified for use of the Peer Mentorship Programme

With grateful thanks to Dr Sue Sloan (Organisational Development, NHS Lothian), Dr Bob Klaber, Consultant Paediatrician/Associate Medical Director (Quality Improvement) and Rachel Abraham, Associate Director of Education, Imperial College Healthcare Trust and Organisational Development colleagues in NHS Tayside and NHS Lanarkshire who have generously given permission for their work to be used and adapted for this document

This Paired Learning workbook provides information and documentation to support your paired learning experience.

Contents

 Participant Contact Details……… Page 3

 Peer mentorship programme – Overview &

Expectations……… …

Page 4

 Paired Learning Contract Agreement - Participants……… Pages 5-6

 Paired Learning Elements……… Page 7

 Mentoring Log……… Page 8

 Record of

Goals/Reflections………

Page 9

Peer Mentorship Programme Coordinator:

Alexandra Peterson, CT1

peermentorlothian@gmail.com Mobile: 07432503778

PARTICIPANTS CONTACT DETAILS

Participant 1 (FY1 Mentee) Name

Job Title

Site base

Educational

Supervisor

Programme

Group (eg S10)

E-mail

Phone

Mobile

Participant 2 (FY2 Mentor) Name

Job Title

Site base

Directorate

E-mail

Phone

Mobile

PEER MENTORSHIP PROGRAMME – OVERVIEW & EXPECTATIONS

It is recognised that the transition from medical student to FY1 doctor can be difficult

(Goodyear 2014), (Brennan N 2010) FY1s commonly feel unsupported (Joanne Kellett 2015) and new doctors experience a high level of emotional stress (Collier VU 2002) It has been demonstrated that foundation doctors prefer to go to peers for advice in the first

instance (Joanne Kellett 2015)

This programme aims to improve welfare support and work-related wellbeing amongst FY1 doctors It has been designed to help colleagues to identify and discuss issues and signpost appropriate means of support It is also set up to provide easy-to-access advice and

emotional peer-support

Expectations of the programme

 By choosing to participate in this programme, members agree to meet the following expectations:

o Expectations of mentors

 Reach out to mentee by email or text

 At least once per rotation

 Additional informal communication/support is encouraged

 Meet face to face with mentee once per rotation

 First meeting – within 3 weeks of FY1s starting

 Second meeting- in block 2, at your discretion

 Third meeting- in block 3, prior to ARCP

 Provide feedback

o Expectations of FY1 mentees

 Engage with service

 Provide feedback

o Expectations of programme coordinators

 Provide training for mentors

 Match mentors/mentees

 Provide paired learning ‘contract’

 Troubleshoot where required

 Measure satisfaction, take feedback on board, and use it to improve the service

 Provide mentors with certificate of training and certificate of participation

 Provide FY1s with certificate of participation

References

Brennan N, Corrigan O, Allard J, Archer J, Barnes R, Bleakley A, Collett T, de Bere SR 2010 "The transition

from medical student to junior doctor: today’s experiences of Tomorrow’s Doctors." Medical Education

449–458.

Collier VU, McCue JD, Markus A, Smith L 2002 "Stress in Medical Residency: Status Quo after a Decade of

Reform? " Annals of Internal Medicine 384-90.

Goodyear, Helen M 2014 "First year doctors experience of work related wellbeing and implications for

educational provision." International Journal of Medical Education 103-109.

PAIRED LEARNING CONTRACT AGREEMENT - PARTICIPANTS

In order for each pair to successfully work together in a paired learning environment, a

commitment in terms of personal time and effort will be required from each participant to

maximise both their learning and associated benefits from this experience The list below is not exhaustive and each pair should discuss and agree any additional aspects they would find useful

The core principles of Paired Learning are:

 I will engage with and support my paired colleague throughout the time we engage in paired learning

 I will respect confidentiality with my paired colleague

 I understand that if I divulge information which is of concern to my colleague and could be construed to be putting myself, colleagues, or patients in harms’ way, my paired colleague is required to share this information with an appropriate senior colleague – my educational supervisor or foundation programme director – in order to help me obtain appropriate support

 I understand that it may require personal time outside of my normal job role

 I will ensure that we meet face-to-face at least once per rotation

 I will seek to develop an understanding of my paired colleague’s role

 I will not pre-judge but seek to understand that which I am not familiar with

 I will support my paired colleague in helping them achieve their goals

 If I need to end my participation early I will discuss this with my colleague in order to support their continued development

Each participant should sign this Paired Learning Agreement to clarify his or her commitment

to participation:

Some questions to get you started…

 Mentor, what was your experience of FY1?

 Mentee, what are you most concerned about going into FY1? What are you most looking forward to?

 Mentor, what advice would you offer your FY1 this year?

 Mentee, do you have any questions for your mentor?

PAIRED LEARNING ELEMENTS

The Paired Learning consists of a number of elements While it is encouraged that pairs participate in all elements there is not a set programme or process that pairs must adhere to Pairs should consider their individual and joint learning needs and design a learning experience for themselves as a pair that reflects this It is anticipated that this flexibility will enable more pairs to be able to participate in Paired Learning alongside their other clinical and operational commitments The elements are:

 Conversations between pairs

 Signposting to workshops and learning opportunities

 Support through coaching or mentoring conversations

 Possible joint work on service and quality improvement projects

These elements are described in more detail on the following pages as well as a suggested format to record the necessary information

Support through coaching or mentoring conversations

Coaching or mentoring conversations allow the opportunity to explore

perspectives on experiences of working as a foundation doctor These conversations could provide a confidential, safe opportunity to discuss educational, practical or social issues related to working as a foundation doctor Pairs should agree a regular schedule for these conversations to fit with their other commitments Ideally at least a minimum of once per rotation Participants can use the space below to record reflections or learning points, but this is optional and they do not need to record the details of this if they do not wish to

Date of Meeting Learning Points / Reflections (optional)

RECORD OF GOALS/REFLECTIONS

You may both find it helpful to discuss goals for the rotation and what to aim towards You can later use this to reflect back