Mentorship Scheme Research Articles

A prospective cohort study on the role of surgical mentorship on medical students’ surgical experience and attitudes towards surgery

BackgroundExposure to surgery during medical school is limited. We ran a mentorship scheme pairing students at a medical school with local surgeons to improve undergraduate insight. We evaluated the effectiveness of mentorship in increasing surgical exposure and drivers for students seeking surgical mentorship.Methods35 surgeons across 7 specialties were recruited and matched with 37 students in years 2–4 for 7 months. Quantitative and qualitative evaluation was done with pre-, mid- and post-scheme questionnaires. Students rated confidence across pursuing a career in surgery, surgical exposure, career insight, understanding the application process, contacts, portfolio development, research knowledge and pursuing extra-curricular activities related to surgery using a 5-point Likert scale. Paired t-tests were performed to measure students’ confidence before and after the scheme.ResultsOf students that completed all 3 questionnaires (n = 21), conducting research/audit was most frequently selected as a main goal (81.0%), followed by theatre experience (66.7%) and career progression support (28.6%). The number of students that had assisted in theatre increased by 50.0%. Confidence ratings across all domains increased with 7/8 (87.5%) exhibiting a statistically significant improvement (p < 0.05). The greatest improvement was seen in having adequate contacts in surgery from 2.05 to 3.33 (p = 0.00). 95.2% would recommend the scheme.ConclusionsStudents gained significantly more surgical experience and were better equipped with the knowledge required to pursue a surgical career. Mentorship schemes are invaluable in supplementing the undergraduate curriculum and empowering students.Trial registrationEthical clearance granted by King’s College London Research Ethics Committee, Reference Number MRSU-22/23-34530. .

599 From Classroom to Theatre: Analysis of an Undergraduate Surgical Mentorship Scheme to Support Tomorrow’s Surgeons

Abstract Aim Exposure to surgery during medical school is limited. We ran a mentorship scheme pairing students at a medical school with local surgeons to improve undergraduate insight. We evaluated the effectiveness of mentorship in increasing surgical exposure and drivers for students seeking surgical mentorship. Method 35 surgeons across 7 specialties were recruited and matched with 37 students in years 2-4 for 7 months. Quantitative and qualitative evaluation was done with pre-, mid-and post-scheme questionnaires. Students rated confidence across pursuing a career in surgery, surgical exposure, career insight, understanding the application process, contacts, portfolio development, research knowledge and pursuing extra-curricular activities related to surgery using a 5-point Likert scale. Paired t-tests were performed to measure students’ confidence before and after the scheme. Results Of students that completed all 3 questionnaires (n=21), conducting research/audit was most frequently selected as a main goal (81.0%), followed by theatre experience (66.7%) and career progression support (28.6%). The number of students that had assisted in theatre increased by 50%. There was a statistically significant improvement (p&amp;lt;0.05) in confidence ratings across all domains. The greatest improvement was seen in understanding of the application process from 2.33 to 3.52 (p=0.00). 95.2% would recommend the scheme. Conclusions Students seek mentorship to develop their clinical and academic skills. Students gained significantly more surgical experience and were better equipped with the knowledge required to pursue a surgical career. Mentorship schemes are invaluable in supplementing the undergraduate curriculum and empowering students.

Narrowing the Gap in Differential Attainment for Psychiatry Core Trainees in East Midlands Through Mentorship Scheme

Narrowing the Gap in Differential Attainment for Psychiatry Core Trainees in East Midlands Through Mentorship Scheme

Research activity among diagnostic and therapeutic radiographers: An international survey

IntroductionVarious national solutions have been considered and implemented to address the factors which limit radiographer engagement in conducting research. Nevertheless, national literature continues to suggest that radiographer engagement in research remains low. The aim of this study was to extend the existing evidence base by conducting an international survey to assess diagnostic radiographers and therapeutic radiographers involvement with, barriers to and support mechanisms for research. MethodsData collection was obtained via an online questionnaire which was distributed by the International Society of Radiographers and Radiologic Technologists (ISRRT). The study population included an international sample of qualified diagnostic radiographers and therapeutic radiographers across clinical and academic contexts in a variety of different roles such as clinical practice, management, education and research. ResultsIn total, 420 diagnostic radiographers and therapeutic radiographers completed the survey. Multiple reasons were identified that were considered to inhibit respondents from conducting research. 69.3% indicated a combination of reasons for lack of engagement with research, rather than one single issue. Examples of reasons include: lack of time, insufficient research funding, limited research expertise, and lack of a suitable mentorship scheme. ConclusionA minor segment of survey respondents indicated involvement in research activity. Lack of dedicated time to research, mentors, and funding were among the main barriers to conduct research. Further research is required to explore what solutions are available to overcoming the barriers.

The Influence of Principals’ Mentorship Practices on Students’ Retention in Public-Day Secondary Schools in Nakuru County-Kenya

The purpose of this study was to look into potential relationships or associations between various Principal mentoring practices in the mentorship scheme and student retention at a day secondary school in Nakuru County, Kenya. Low secondary school retention has long been an issue in much of the existing literature, and therefore complex, multifaceted, and poorly understood. The purpose of this research was to find out how principals' student mentorship practices affected student retention in Nakuru County public-day secondary schools. The study found a positive but insignificant relationship between principal mentoring practices and student retention rates in day public secondary schools (p &gt; 05). Based on this finding, principals should strengthen mentorship practices in order to increase student retention and foster a positive learning environment for academic performance.

Differential Attainment Within the Specialised Foundation Programme: Creating an Accessible Mentorship Scheme to Increase Diversity Within Academic Medicine.

The Specialised Foundation Programme (SFP), formerly the Academic Foundation Programme, is a highly competitive pathway into academic medicine. There is minimal information available on the demographics of those who apply to the programme, how it scores its applicants and who is successful, making it difficult to assess whether the application process is accessible to all students and promotes a diverse workforce. There are varying levels of support available with coaching, either geographically ring-fenced by universities or available through paid courses. As a result, there is a risk of differential attainment between students who have financial constraints or attend universities where the SFP is less promoted. The aim of the study was to assess student opinion on barriers to the SFP and academic medicine and the demand for the creation of a national, free-to-access SFP mentorship programme to reduce differential attainment amongst student cohorts.Students in the programme received mentorship, peer learning and scheduled teaching events over a six-month period. Surveys were distributed pre- and post-course, and qualitative and quantitative analysis was conducted. Of the respondents,76% felt that medical schools provided insufficient information on SFP, 31% did not feel financially stable at university and 53% stated that they would not enrol if a cost was present. Applicants were tested on pre- and post-course confidence, all of which showed an increase in mean Likert (1-5) scoring post-mentorship. Financial, institutional and geographical barriers to students applying to the programme were identified. Whilst further research is required to better understand the barriers to academic medicine, national, free-to-access mentorship may effectively reduce differential attainment and improve accessibility amongst students.

Benefits of Mentoring in Oncology Education for Mentors and Mentees: Pre-Post Interventional Study of the British Oncology Network for Undergraduate Societies' National Oncology Mentorship Scheme.

Formal education of oncology is lacking in many undergraduate medical curricula. Mentoring schemes can expose participants to specific areas of medicine and may address the shortfalls in oncology education. Few mentoring schemes have been designed within the United Kingdom, especially within oncology. There is a need to understand reasons for mentor and mentee participation in such schemes and to identify ways to minimize barriers to engagement. This study identifies motivations for participation in an oncology mentoring scheme and its benefits and limitations to both the mentee and the mentor. The British Oncology Network for Undergraduate Societies launched a National Oncology Mentorship Scheme (NOMS) on September 1, 2021. Mentees (medical student or foundation doctor) were paired with mentors (specialty registrar or consultant), for 6 months of mentoring. In total, 86 mentors and 112 mentees were recruited to the scheme. The mentees and mentors were asked to meet at least 3 times during this period and suggestions were provided on the content of mentoring. Mentees and mentors were invited to complete a prescheme questionnaire, exploring motivations for involvement in the scheme, current experiences within oncology, and knowledge and interests in the field. At the end of the scheme, mentors and mentees were asked to complete a postscheme questionnaire exploring experiences and benefits or limitations of participation. Paired analysis was performed using the Wilcoxon signed-rank test. For free text data, content analysis was applied to summarize the main themes in the data. Of the 66 (59%) mentees who completed the prescheme questionnaire, 41 (62%) were clinical, 21 (32%) preclinical medical students, and the remainder were junior doctors. For mentees, networking was the primary reason for joining the scheme (n=25, 38%). Mentees ranked experience of oncology at medical school at 3 on 10 (IQR 2-5). In this, 46 (53%) mentors completed the prescheme questionnaire, 35 (76%) were registrar level, and the remainder were consultant level (n=11). The most common reason for mentor participation was to increase awareness and interest in the field (n=29, 63%). Of those who completed the prescheme questionnaire, 23 (35%) mentees and 25 (54%) mentors completed the postscheme questionnaire. Knowledge in all areas of oncology assessed significantly increased during the scheme (P<.001). Most mentees (n=21, 91%) and mentors (n=18, 72%) felt they had benefited from the scheme. Mentees cited gaining insights into oncology as most beneficial; and mentors, opportunities to develop professionally. Whilst mentees did not report any barriers to participating in the scheme, mentors stated lack of time as the greatest barrier to mentoring. British Oncology Network for Undergraduate Societies' NOMS is expanding and is beneficial for mentees through increasing knowledge, providing exposure, and career advice in oncology. Mentors benefit from improving their mentoring skills and personal satisfaction.

Global Mentorship in Neurosurgery for Medical Students Study (the GloMNMS Study): a multinational multi-institutional cross-sectional audit

ObjectivesTo assess the perception of global mentorship in neurosurgery among medical students across the world. Secondary aim included investigating the factors affecting the availability and benefits of providing global mentorship...

Mentorship Scheme at Surrey &amp; Borders NHS Foundation Trust

AimsTo establish a mentorship programme for all grade of Psychiatrists working within Surrey and Borders Partnership Trust.MethodsRSPsych guidance was used to establish a mentoring programme within Surrey and Borders Partnership Trust.A core leadership team was identified and established, this included the Director of Medical Education, a Higher Specialist Trainee, and a Core Trainee.The decision was made to structure the programme to involve all grades of doctor within the trust, with pairing of Mentor and Mentees tailored to mentee needs. Support from the core team will also be offered to both Mentees and Mentors on a regular and drop in basis, as well as support groups for each group.The programme was then advertised using a trust email list and training days were held via Microsoft Teams and delivered by the West Midland Mentoring Team RCPsych.The programme is due to launch in February 2023 with expected widespread engagement, followed by evaluation survey.ResultsWe received a good response from all grades of doctors targeted in the Mentorship Scheme.Following this a prelaunch meeting, facilitated by the core leadership team, was organised for all those involved in the scheme.This meeting outlined the aims of the scheme and support available to both Mentors and Mentees.The Mentors and Mentees have now been paired and the scheme will be launching in February 2023.ConclusionBurnout is a significant and highly prevalent phenomenon within the Psychiatric community.Mentorship is shown to reduce rates of burnout as well as improving staff well-being, productivity and retention.Following RCPsych guidance this project aims to establish a mentorship programme for all psychiatrists within the Surrey and Borders NHS Trust.The Surrey &amp; Borders Mentorship Scheme will launch in February 2023.

P01 Mentorship in United Kingdom plastic surgery

Abstract Introduction A cornerstone of the Halstedian model of surgical training is a reliance on mentors to support and guide trainees in taking on increasing levels of responsibility. In the UK, however, there are significant barriers to effective mentorship which are affecting the quality of training and the satisfaction of trainees, with 85% of UK Plastic Surgery trainees reporting they do not have access to a mentoring service. Methods A round robin brainstorming session at the Royal Free Hospital Plastic Surgery department brought together clinicians ranging from foundation year doctors to consultants. The barriers to effective mentorship and potential solutions were discussed. Results and Conclusion Key barriers identified included the fragmented nature of training, with short rotations of -12 months, and the non-run-through nature of training leading to the loss of motivated trainees at each stage of competition. Proposed solutions included a transition to run-through training, with smaller deaneries allowing trainees to progress within a handful of units, increasing stability, satisfaction and mentorship. This could also be achieved by expanding the number of academic trainees, with guaranteed national training numbers and greater levels of mentorship from academic supervisors. Another proposal was a transition to the “old-school-firm style workforce”, with consultants allocated their own registrar, core trainee and foundation year doctor –promoting continuity of care, collaboration and mentorship. Finally, a nationwide mentorship scheme was postulated, with consultants supporting registrars who subsequently support junior trainees. Such a scheme should be driven by a national organisation such as BAPRAS, standardising its reaching to all UK units.

Creating connections: developing an online space for cross-regional mentorship and network building in the dementia research field.

Effective development and retention of talented early-career researchers (ECRs) is essential to the continued success of biomedical science research fields. To this end, formal mentorship programmes (where researchers are paired with one or more mentors beyond their direct manager) have proven to be successful in providing support and expanding career development opportunities. However, many programmes are limited to pools of mentors and mentees within one institute or geographical area, highlighting that cross-regional connections may be a missed opportunity in many mentorship schemes. Here, we aimed to address this limitation through our pilot cross-regional mentorship scheme, creating reciprocal mentor-mentee pairings between two pre-established networks of Alzheimer's Research UK (ARUK) Network-associated researchers. We carefully created 21 mentor-mentee pairings between the Scotland and University College London (UCL) networks in 2021, with surveys conducted to assess mentor/mentee satisfaction with the programme. Participants reported very high satisfaction with the nature of the pairings and the mentors' contribution to the career development of mentees; a majority also reported that the mentorship scheme increased their connections outside of their home network. Our assessment of this pilot programme is that it supports the utility of cross-regional mentorship schemes for ECR development. At the same time, we highlight the limitations of our programme and recommend areas for improvement in future programmes, including greater consideration of support for minoritized groups and the need for additional training for mentors. In conclusion, our pilot scheme generated successful and novel mentor-mentee pairings across pre-existing networks; both of which reported high satisfaction with pairings, ECR career and personal development, and the formation of new cross-network connections. This pilot may serve as a model for other networks of biomedical researchers, where existing networks within medical research charities can act as a scaffold to build new cross-regional career development opportunities for researchers.

Enhancing medical students` confidence and performance in integrated structured clinical examinations (ISCE) through a novel near-peer, mixed model approach during the COVID-19 pandemic

BackgroundNear-peer medical education serves as an important method of delivering education to junior students by senior students. Due to the reduced clinical exposure because of the COVID-19 pandemic, we developed a mentorship scheme to help medical students with their Integrated Structured Clinical Examinations (ISCEs) by providing a combination of near-peer mentorship together with lecture-based teaching on a weekly basis for a 12-week period. Students attended a specialty-focused lecture every Tuesday followed by a small group teaching session organised by their tutor.MethodsA longitudinal evaluative interventional study was undertaken by the international student led medical education organisation, OSCEazy. The teaching programme was organised and conducted by third year medical students to a recruited cohort of second year medical students. Students’ perceptions of ISCEs (confidence, anxiety, and overall performance) were evaluated using 5-point Likert scales while their knowledge of the specialty was assessed using 10 single best answer questions which were distributed via Google® forms at the start and end of each week. In addition, we assessed tutor perceptions of their teaching and learning experience.ResultsSeventy-two tutees were enrolled in the programme (mean age: 24.4, female: 77.8%). 88.9% of the participants had not attended any online ISCE teaching prior to this. They preferred in-person ISCE teaching as compared to virtual sessions [median 4.5 (IQR 4–5) vs 3 (IQR 3–4), p < 0.0001), respectively]. There was a significant overall increase in knowledge when comparing pre-session and post-session performance [mean 53.7% vs 70.7%, p < 0.0001)]. There was a significant increase in student confidence [Confidence: median 3 (IQR:3–4) vs 4 (IQR 3–4), p < 0.0001] while no change was seen in the anxiety and perception of their overall performance in an ISCE. [Anxiety: median 3 (IQR 2–4) vs 3 (IQR 3–4), p = 0.37, Performance: median 3 (IQR 3–4) vs median 3 (IQR 3–4), p < 0.0001]. The tutors reported an increase in their confidence in teaching ISCEs online [median 3 (IQR 2–3.25) vs median 4 (IQR 4–5), p < 0.0001)].ConclusionOnline near-peer teaching increases the confidence of both tutees and tutors involved while enhancing the tutees’ knowledge of the specialty. Thus, medical schools should incorporate near-peer teaching in their curriculum to enhance the student learning experience.

Creating connections: developing an online space for cross-regional mentorship and network building in the dementia research field

Background Effective development and retention of talented early-career researchers (ECRs) is essential to the continued success of biomedical science research fields. To this end, formal mentorship programmes (where researchers are paired with one or more mentors beyond their direct manager) have proven to be successful in providing support and expanding career development opportunities. However, many programmes are limited to pools of mentors and mentees within one institute or geographical area, highlighting that cross-regional connections may be a missed opportunity in many mentorship schemes. Methods Here, we aimed to address this limitation through our pilot cross-regional mentorship scheme, creating reciprocal mentor-mentee pairings between two pre-established networks of Alzheimer’s Research UK (ARUK) Network-associated researchers. We carefully created 21 mentor-mentee pairings between the Scotland and University College London (UCL) networks in 2021, with surveys conducted to assess mentor/mentee satisfaction with the programme. Results Participants reported very high satisfaction with the nature of the pairings and the mentors’ contribution to the career development of mentees; a majority also reported that the mentorship scheme increased their connections outside of their home network. Our assessment of this pilot programme is that it supports the utility of cross-regional mentorship schemes for ECR development. At the same time, we highlight the limitations of our programme and recommend areas for improvement in future programmes, including greater consideration of support for minoritized groups and the need for additional training for mentors. Conclusions In conclusion, our pilot scheme generated successful and novel mentor-mentee pairings across pre-existing networks; both of which reported high satisfaction with pairings, ECR career and personal development, and the formation of new cross-network connections. This pilot may serve as a model for other networks of biomedical researchers, where existing networks within medical research charities can act as a scaffold to build new cross-regional career development opportunities for researchers.

Triadic partnerships: Evaluation of a group mentorship scheme

We synthesised views and experiences of three teams (student mentees, alumni mentors, and staff) in our pilot mentorship scheme within a distance learning MSc, evaluated the scheme, and developed a conceptual model of “triadic partnerships.” Thematic analysis of our qualitative data revealed a strong consensus across all teams. The triadic partnerships were reported to help reduce the feeling of “distance” in distance learning. Through developing triadic partnerships, our mentorship scheme provided added value beyond that offered previously by staff alone: credible and relatable authenticity within supportive mentoring by alumni. Since the scheme’s launch, student engagement has increased, with high levels of reported satisfaction and positive feedback and greater confidence among all teams. Our research connects the framework developed by Healey et al. (2014, 2016) to the literature on mentoring, offering a conceptual model on triadic partnerships. We encourage readers to consider the different relationships within multidimensional student partnerships in their own contexts.

Setting up a surgical complex gallstone service in a non-HPB unit

Complex gallstone disease is associated with a higher risk of complication during laparoscopic cholecystectomy than biliary colic and simple cholecystitis. It is traditionally managed in a hepatopancreaticobiliary (HPB) unit where there is expertise for common bile duct exploration and repair. We developed a mentorship scheme for a busy upper gastro-intestinal (UGI) unit, with support from a specialist HPB unit to treat complex gallstone disease, to reduce the burden on the HPB unit and enable local treatment of patients. Through the creation of a service level agreement, the specialist HPB unit were commissioned to provide mentorship for two surgeons at a large UGI unit with an interest in providing a complex gallstone service to their local population. Eight sessions of mentored operating were supported, with the provision for additional support if complications occurred. There were 14 patients included in the mentorship phase of the programme from November 2015 to May 2017. Cholecystectomies were performed on patients with previously complex histories, which included: previous cholecystostomy; CBD stones and multiple ERCPs; suspected choledochoduodenal fistula; suspected cholecystoduodenal fistula; suspected Mirrizzi's syndrome; previous significant intra-abdominal operation; and significant medical co-morbidities. There was one post-operative complication requiring a return to theatre, and one minor wound infection associated with the complex gallstone lists. We demonstrated a method to reduce the burden on specialist HPB unit for the operative management of complex gallstone disease and safely implement such a service at large UGI unit with an interest in providing a complex gallstone service.

A better way to ….structure training in non-surgical aesthetics: An OMFS-led training scheme

Introduction: The recent All Party Parliamentary Group made 17 key recommendations regarding the non-surgical aesthetics (NSA) industry, including mandatory regulated training. Most training currently consists in unregulated, non-academically accredited one- or two-day courses. Lack of information around training has been highlighted as a key concern by doctors and dentists. Methods: We surveyed 90 medical and dental students regarding NSA, with questions about relevance to practice, understanding of training pathways, and regulation. We used these findings to create a non-profit mentorship scheme for soon-to-graduate and newly graduated medics and dentists, consisting in theoretical and practical components. The scheme leads mentees towards the OFQUAL-regulated, academically accredited Level 7 PG Diploma in Injectables. Results: Of 60 respondents, 85% were interested in practising NSA, and 92% thought it relevant to medical/dental practice, however only 15% had a good or very good idea of how to train. After one year of the scheme, we surveyed our mentees; 88% had a good or very good understanding of regulation, 90% for training pathways. The scheme now boasts 50 mentees, with teaching designed and delivered by a team of dual-qualified OMFS trainees. Conclusions: Complications from NSA treatments are widely reported. OMF Surgeons are uniquely placed to both manage complications, and to provide training in NSA. Robust training pathways are needed to address significant undergraduate and postgraduate interest in the area. Such pathways should lead to regulated and accredited courses, while ensuring doctors and dentists are given balanced and valid information in what is still a largely unregulated education sector. Introduction: The recent All Party Parliamentary Group made 17 key recommendations regarding the non-surgical aesthetics (NSA) industry, including mandatory regulated training. Most training currently consists in unregulated, non-academically accredited one- or two-day courses. Lack of information around training has been highlighted as a key concern by doctors and dentists. Methods: We surveyed 90 medical and dental students regarding NSA, with questions about relevance to practice, understanding of training pathways, and regulation. We used these findings to create a non-profit mentorship scheme for soon-to-graduate and newly graduated medics and dentists, consisting in theoretical and practical components. The scheme leads mentees towards the OFQUAL-regulated, academically accredited Level 7 PG Diploma in Injectables. Results: Of 60 respondents, 85% were interested in practising NSA, and 92% thought it relevant to medical/dental practice, however only 15% had a good or very good idea of how to train. After one year of the scheme, we surveyed our mentees; 88% had a good or very good understanding of regulation, 90% for training pathways. The scheme now boasts 50 mentees, with teaching designed and delivered by a team of dual-qualified OMFS trainees. Conclusions: Complications from NSA treatments are widely reported. OMF Surgeons are uniquely placed to both manage complications, and to provide training in NSA. Robust training pathways are needed to address significant undergraduate and postgraduate interest in the area. Such pathways should lead to regulated and accredited courses, while ensuring doctors and dentists are given balanced and valid information in what is still a largely unregulated education sector.

EP.TU.414Development and introduction of a multi-modal Major Trauma Ward nursing course

Abstract Introduction In 2018, the National Major Trauma Nursing Group (NMTNG), published a set of competencies for nurses working on Major Trauma Wards (MTW). They recommended that nurses evidence their knowledge and skills to this framework and that local education packages are created to support this. Methods Nurses working on the MTW completed a survey to self-assess their competency and level of knowledge against the NMTNG framework. An intensive, in-house, 2-day pilot course was designed for nurses, incorporating lecture-based teaching, practical skills and simulation. The content was fully mapped against the NMTNG key competencies, and also addressed the survey responses and local policy. Nurses were then asked to repeat the survey following the course. Results 5 nurses and 2 student nurses attended the pilot course. The majority of attendees (4/7) had been working on the major trauma ward for over 6 months and none had previously completed any nationally accredited major trauma training. Following the course, an improvement in self-assessed knowledge was recorded across all aspects of the competency framework. The highest percentage increase in knowledge was 76% in maxillo-facial trauma and the mean increase across all areas was 48% (range 20-76%). Conclusion Attendance at the course significantly increased the nurses self-perceived knowledge and competency in all key areas. Feedback will be used to further develop the course and an associated mentorship scheme, ensuring all nurses working within Major Trauma will have access to ward-based, major trauma specific education.

Examining social media peer support and improving psychosocial outcomes for young women with breast cancer.

162 Background: Young women with breast cancer (YWBC) have unique survivorship needs due to life stage at point of diagnosis. Peer support sought by YWBC through social media channels appears to be rising. We aimed to understand the unmet needs of YWBC in order to develop a tailored peer support program to improve young women’s breast cancer experience and ultimately reduce psychosocial morbidity long-term. Methods: Using qualitative inquiry, we conducted semi-structured interviews with YWBC survivors and clinicians using purposive sampling. Inclusion criteria were women aged 40 years or younger at diagnosis, stage 0-IV disease. Survivors were minimum one year post-diagnosis and with active treatment complete. Interviews were recorded and transcribed verbatim and data was analyzed using Thorne’s Interpretive Description. Themes were reviewed with study team throughout data analysis. Results: Thirty-six participants were interviewed from ten centers across seven Canadian provinces; mean age 36 years. Participant reported demographics:18% ‘visible minority’, 9% ‘born outside Canada’, 7% ‘Indigenous’ and 54% of patients’ household income at or below Canadian average. At point of diagnosis 69% married, 44% had children and 9% pregnant or postpartum. Themes from YWBC interviewed focused on coping needs: feeling alone, misunderstood by professionals and misplaced among peers. Participants described all-age peer support groups risked triggering anxieties, lacked convenience and were comprised of women at later life stages with differing needs. YWBC reported lack of young age breast cancer-specific peer support. YWBC frequently found support through social media de novo, by following young-age breast cancer survivor pages, blogs and forums as well as virtual support groups. YWBC also report benefit from identifying similar life and cancer stage survivors globally and forming individual relations virtually, through direct messaging. Additionally, benefits described from age-specific social media support included unique shared experience and understanding, hope from positive outcomes of similar life stage diagnoses, and increased confidence and healthcare navigation for YWBC. Women unanimously requested one on one peer support program development - a survivor mentorship scheme specifically for YWBC that would provide the convenience of online support without the obligations or emotionally overwhelming nature of structured support groups. Conclusions: We have identified unique support needs from this young cohort of women that are not currently being met within standard Canadian healthcare pathways. We aim to develop a novel one on one peer support program for YWBC, to optimize psychosocial support and improve young women’s empowerment and autonomy in managing the effects of cancer long-term.

The Role of the European Society of Human Genetics in Delivering Genomic Education.

The European Society of Human Genetics (ESHG) was founded in 1967 as a professional organisation for members working in genetics in clinical practice, research and education. The Society seeks the integration of scientific research and its implementation into clinical practice and the education of specialists and the public in all areas of medical and human genetics. The Society works to do this through many approaches, including educational sessions at the annual conference; training courses in general and specialist areas of genetics; an online resource of educational materials (EuroGEMS); and a mentorship scheme. The ESHG Education Committee is implementing new approaches to expand the reach of its educational activities and portfolio. With changes in technology, appreciation of the utility of genomics in healthcare and the public’s and patients’ increased awareness of the role of genomics, this review will summarise how the ESHG is adapting to deliver innovative educational activity.

How the Biochemical Society and Portland Press are engaging with and supporting early career researchers

How the Biochemical Society and Portland Press are engaging with and supporting early career researchers