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      Combined novice, near-peer, e-mentoring palliative medicine program: A mixed method study in Singapore

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Introduction

          An acute shortage of senior mentors saw the Palliative Medicine Initiative (PMI) combine its novice mentoring program with electronic and peer mentoring to overcome insufficient mentoring support of medical students and junior doctors by senior clinicians. A three-phased evaluation was carried out to evaluate mentees’ experiences within the new CNEP mentoring program.

          Methods

          Phase 1 saw use of a Delphi process to create a content-valid questionnaire from data drawn from 9 systematic reviews of key aspects of novice mentoring. In Phase 2 Cognitive Interviews were used to evaluate the tool. The tool was then piloted amongst mentees in the CNEP program. Phase 3 compared mentee’s experiences in the CNEP program with those from the PMI’s novice mentoring program.

          Results

          Thematic analysis of open-ended responses revealed three themes–the CNEP mentoring process, its benefits and challenges that expound on the descriptive statistical analysis of specific close-ended and Likert scale responses of the survey. The results show mentee experiences in the PMI’s novice mentoring program and the CNEP program to be similar and that the addition of near peer and e-mentoring processes enhance communications and support of mentees.

          Conclusion

          CNEP mentoring is an evolved form of novice mentoring built on a consistent mentoring approach supported by an effective host organization. The host organization marshals assessment, support and oversight of the program and allows flexibility within the approach to meet the particular needs of mentees, mentors and senior mentors. Whilst near-peer mentors and e-mentoring can make up for the lack of senior mentor availability, their effectiveness hinges upon a common mentoring approach.

          To better support the CNEP program deeper understanding of the mentoring dynamics, policing and mentor and mentee training processes are required. The CNEP mentoring tool too needs to be validated.

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          Most cited references67

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          Harassment and discrimination in medical training: a systematic review and meta-analysis.

          Naif Fnais, Charlene Soobiah, Maggie Hong Chen … (2014)
          Harassment and discrimination include a wide range of behaviors that medical trainees perceive as being humiliating, hostile, or abusive. To understand the significance of such mistreatment and to explore potential preventive strategies, the authors conducted a systematic review and meta-analysis to examine the prevalence, risk factors, and sources of harassment and discrimination among medical trainees.
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            AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment.

            Rachel Ellaway, Ken Masters (2008)
            In just a few years, e-learning has become part of the mainstream in medical education. While e-learning means many things to many people, at its heart it is concerned with the educational uses of technology. For the purposes of this guide, we consider the many ways that the information revolution has affected and remediated the practice of healthcare teaching and learning. Deploying new technologies usually introduces tensions, and e-learning is no exception. Some wish to use it merely to perform pre-existing activities more efficiently or faster. Others pursue new ways of thinking and working that the use of such technology affords them. Simultaneously, while education, not technology, is the prime goal (and for healthcare, better patient outcomes), we are also aware that we cannot always predict outcomes. Sometimes, we have to take risks, and 'see what happens.' Serendipity often adds to the excitement of teaching. It certainly adds to the excitement of learning. The use of technology in support of education is not, therefore, a causal or engineered set of practices; rather, it requires creativity and adaptability in response to the specific and changing contexts in which it is used. Medical Education, as with most fields, is grappling with these tensions; the AMEE Guide to e-Learning in Medical Education hopes to help the reader, whether novice or expert, navigate them. This Guide is presented both as an introduction to the novice, and as a resource to more experienced practitioners. It covers a wide range of topics, some in broad outline, and others in more detail. Each section is concluded with a brief 'Take Home Message' which serves as a short summary of the section. The Guide is divided into two parts. The first part introduces the basic concepts of e-learning, e-teaching, and e-assessment, and then focuses on the day-to-day issues of e-learning, looking both at theoretical concepts and practical implementation issues. The second part examines technical, management, social, design and other broader issues in e-learning, and it ends with a review of emerging forms and directions in e-learning in medical education.
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              The role of blended learning in the clinical education of healthcare students: a systematic review.

              Michael Rowe, Vivienne Bozalek, José Frantz (2011)
              Developing practice knowledge in healthcare is a complex process that is difficult to teach. Clinical education exposes students to authentic learning situations, but students also need epistemological access to tacit knowledge and clinical reasoning skills in order to interpret clinical problems. Blended learning offers opportunities for the complexity of learning by integrating face-to-face and online interaction. However, little is known about its use in clinical education. To determine the impact of blended learning in the clinical education of healthcare students. Articles published between 2000 and 2010 were retrieved from online and print sources, and included multiple search methodologies. Search terms were derived following a preliminary review of relevant literature. A total of 71 articles were retrieved and 57 were removed after two rounds of analysis. Further methodological appraisals excluded another seven, leaving seven for the review. All studies reviewed evaluated the use of a blended learning intervention in a clinical context, although each intervention was different. Three studies included a control group, and two were qualitative in nature. Blended learning was shown to help bridge the gap between theory and practice and to improve a range of selected clinical competencies among students. Few high-quality studies were found to evaluate the role of blended learning in clinical education, and those that were found provide only rudimentary evidence that integrating technology-enhanced teaching with traditional approaches have potential to improve clinical competencies among health students. Further well-designed research into the use of blended learning in clinical education is therefore needed before we rush to adopt it.
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                Author and article information

                Contributors
                Lalit Krishna: Role: ConceptualizationRole: Data curationRole: Formal analysisRole: Project administrationRole: SupervisionRole: Writing – original draftRole: Writing – review & editing
                Kuang Teck Tay:
                ORCID: http://orcid.org/0000-0002-2703-7052
                Role: ConceptualizationRole: Data curationRole: Formal analysisRole: Writing – original draftRole: Writing – review & editing
                Hong Wei Yap: Role: ConceptualizationRole: Data curationRole: Formal analysisRole: Writing – original draftRole: Writing – review & editing
                Zachary Yong Keat Koh: Role: ConceptualizationRole: Data curationRole: Formal analysisRole: Writing – original draftRole: Writing – review & editing
                Yong Xiang Ng: Role: ConceptualizationRole: Data curationRole: Formal analysisRole: Writing – original draftRole: Writing – review & editing
                Yun Ting Ong:
                ORCID: http://orcid.org/0000-0001-9657-2369
                Role: Writing – review & editing
                Sushma Shivananda: Role: ConceptualizationRole: Data curationRole: Formal analysisRole: Project administrationRole: SupervisionRole: Writing – original draftRole: Writing – review & editing
                Scott Compton: Role: ConceptualizationRole: Data curationRole: Formal analysisRole: Project administrationRole: SupervisionRole: Writing – original draftRole: Writing – review & editing
                Stephen Mason:
                ORCID: http://orcid.org/0000-0002-4020-6869
                Role: ConceptualizationRole: Data curationRole: Formal analysisRole: Project administrationRole: SupervisionRole: Writing – original draftRole: Writing – review & editing
                Ravindran Kanesvaran:
                ORCID: http://orcid.org/0000-0002-2351-881X
                Role: ConceptualizationRole: Data curationRole: Formal analysisRole: Project administrationRole: SupervisionRole: Writing – original draftRole: Writing – review & editing
                Ying Pin Toh: Role: ConceptualizationRole: Data curationRole: Formal analysisRole: Project administrationRole: SupervisionRole: Writing – original draftRole: Writing – review & editing
                Andrew Carl Miller: Role: Editor
                Journal
                Journal ID (nlm-ta): PLoS One
                Journal ID (iso-abbrev): PLoS ONE
                Journal ID (publisher-id): plos
                Journal ID (pmc): plosone
                Title: PLoS ONE
                Publisher: Public Library of Science (San Francisco, CA USA )
                ISSN (Electronic): 1932-6203
                Publication date (Electronic): 5 June 2020
                Publication date Collection: 2020
                Volume: 15
                Issue: 6
                Electronic Location Identifier: e0234322
                Affiliations
                [1 ] Academic Palliative & End of Life Care Centre, Palliative Care Institute Liverpool, University of Liverpool, Liverpool, United Kingdom
                [2 ] Cancer Research Centre, University of Liverpool, Liverpool, United Kingdom
                [3 ] Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
                [4 ] Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
                [5 ] Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
                [6 ] Duke-NUS Medical School, Singapore, Singapore
                [7 ] Centre of Biomedical Ethics, National University of Singapore, Singapore, Singapore
                [8 ] Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
                [9 ] Division of Medical Oncology, National Cancer Centre Singapore, Singapore, Singapore
                [10 ] Department of Family Medicine, National University Health System, Singapore, Singapore
                Nazareth Hospital, UNITED STATES
                Author notes

                Competing Interests: The authors have declared that no competing interests exist.

                Author information
                http://orcid.org/0000-0002-2703-7052
                http://orcid.org/0000-0001-9657-2369
                http://orcid.org/0000-0002-4020-6869
                http://orcid.org/0000-0002-2351-881X
                Article
                Publisher ID: PONE-D-19-35430
                DOI: 10.1371/journal.pone.0234322
                PMC ID: 7274408
                PubMed ID: 32502180
                SO-VID: 5c4ec8a5-67b4-442c-be23-060aa6cef091
                Copyright © © 2020 Krishna et al
                License:

                This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

                History
                Date received : 22 December 2019
                Date accepted : 24 May 2020
                Page count
                Figures: 2, Tables: 12, Pages: 24
                Funding
                The author(s) received no specific funding for this work.
                Categories
                Subject: Research Article
                Subject: Research and Analysis Methods
                Subject: Research Design
                Subject: Survey Research
                Subject: Surveys
                Subject: Social Sciences
                Subject: Sociology
                Subject: Education
                Subject: Medical Education
                Subject: Medicine and Health Sciences
                Subject: Medical Humanities
                Subject: Medical Education
                Subject: People and Places
                Subject: Geographical Locations
                Subject: Asia
                Subject: Singapore
                Subject: Research and Analysis Methods
                Subject: Research Assessment
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Cognitive Science
                Subject: Cognition
                Subject: Research and Analysis Methods
                Subject: Research Assessment
                Subject: Systematic Reviews
                Subject: Medicine and Health Sciences
                Subject: People and Places
                Subject: Population Groupings
                Subject: Professions
                Subject: Medical Personnel
                Subject: Medical Doctors
                Subject: Medicine and Health Sciences
                Subject: Health Care
                Subject: Health Care Providers
                Subject: Medical Doctors
                Custom metadata
                Data Availability All relevant data is within the paper.

                ScienceOpen disciplines: Uncategorized
                Data availability:
                ScienceOpen disciplines: Uncategorized

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