Abstract
AimsTo monitor the year on year trend of feedback scores regarding content, presentation and relevance of sessions delivered as part of the programme by analysing the average Likert scales. To review the confidence post topic from FY feedback. To review qualitative data on the written feedback annually using a word cloud.MethodCollated data from teaching programme from the various teaching sessions from the past decade and analysed previous teaching reports completed by previous ST leads.ResultFinding: Relevance: Improvement in the average score year on year, highest in 2018/19 at 4.8/5Content: Improvement in the average score year on year, highest in 2018/19 at 4.6/5.Delivery: Improvement in the average score year on year, highest in 2018/19 at 4.6/5.Qualitative analysis showed that the common themes that were commented on as positives for the session were: interactive, relevant and interesting, for areas for improvements the common themes were: more interaction, split into shorter sessions, faster pace and the need practical adviceConclusionRecommendations: teaching for FYs should aim to be interactive, relevant and interesting and include practical advice, be shorter and faster paced. Teaching programme organisers to contine to use the foundation year feedback to improve the teaching programme including advising future trainees and organising different topics.
Highlights
It was hoped that the scheme would prove mutually beneficial to both mentee and mentor
Mentor-Mentee matches were made based on information such as location, sub-specialty affiliations and outside interests
Check-in emails were sent halfway through the year and feedback evaluations completed at the end
Summary
Our aim was to establish a Peer Mentoring Network within Psychiatry Training in Northern Ireland. It was hoped that the scheme would prove mutually beneficial to both mentee and mentor. Higher trainees were sent information via email and asked to complete a basic application form if interested in becoming a mentor. Two lead mentors, ( higher trainees), were allocated to oversee the scheme, with additional supervision from two lead Consultants.
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