Facets of an effective mentorship programme
| Sub-theme A: Benefits of AMI’s CMM | Representative quotations |
| RMs’ mentorship and teaching could directly be applied to youth mentees | ‘the lecture I did was on autism, and then two of my medical students found out that their mentees actually had [autism]’ |
| RMs’ mentorship could be applied to more youth through MSMs, who served as intermediaries | ‘[I was] able to help or influence two sets of people…[I was] mentoring [MSMs] and their mentees’ |
| ‘Between two residents, [we had] the ability to impact eight people at the same time…because there were four medical students and four [youth mentees]’ | |
| Bidirectional model of teaching and learning between RMs and MSMs | ‘I was learning from the medical students because some of them were involved in other advocacy initiatives’ |
| ‘It reminded me to continue to seek mentorship, myself, because [mentorship is] bi-directional… I have both something to gain and something to offer by remaining in professional mentorship relationships’ | |
| ‘I value offering [mentorship] to others. I value receiving [mentorship] from others’ | |
| Working with a staff physician who modelled values of championing advocacy and integrating mentorship into medical school curricula | ‘I thought it was cool to meet someone who had two kinds of specialty training, who is not only a child and adolescent psychiatry, but also [a forensic psychiatrist] too’ |
| ‘As a staff psychiatrist who wants to develop curriculum and wants to work, I think [AMI] did…impact me in a positive way. I can wear many hats, the way [the staff psychiatrist] does’ | |
| Sub-theme B: Ways in which AMI facilitated collaborative and inclusive relationships between mentors and mentees | Representative quotations |
| Contributed to dismantling the hierarchical dynamic between residents and medical students | ‘[I was an] accessible and more relatable, less intimidating person to reach out to talk about things. If my role was replaced by a staff physician, I wonder if the power dynamic and hierarchy would have limited or stifled the conversation’ |
| Diverse perspectives represented through incorporating residents from different specialties | ‘I liked the fact that it was group mentorship, so we could mentor each other’ |
| ‘we came from different backgrounds, so keeping track of…what [the other RM was] contributing, and what…I was contributing was…important’ | |
| ‘working with a co-mentor from a different specialty…helped me develop skills in working with other people from different specialties in patient care’ | |
| MSMs were matched with youth mentees from similar backgrounds | ‘we had one cis-man [in our group], and he was mentoring a young man… After recognizing that this child didn’t have a father figure in his life, I think it was intentional for the organizers to match [the cis-man MSM and his mentee] together so that [the mentee] would have a strong male figure in his life’ |
| ‘One of the medical students was Chinese-speaking, so they got paired with a Chinese-speaking family. There was another [youth mentee] who was an immigrant from a Middle Eastern country, and the medical student had a similar background’ | |
| ‘I think it was positive…just being able to share exactly those experiences, being able to speak the same language [as the youth mentee], and being able to speak the same language as the families’ |
AMI, Advocacy Mentorship Initiative; CMM, cascading mentorship model; MSMs, medical student mentors; RMs, resident mentors.