Mentoring to address differential attainment of international medical graduates in GP training

ABSTRACT

Introduction

International Medical Graduates (IMGs) form an important and valued part of the United Kingdom’s (UK) medical workforce but many experience difficult transitions into the National Health Service workforce. Mentoring could support IMGs as they transition into their role as General Practice (GP) trainees but there is a lack of evidence about whether mentoring is an effective intervention for this group.

Aim

To evaluate the effectiveness of the NHS Education for Scotland (NES) GP mentoring programme from the perspective of mentors and mentees.

Method

Twelve medical educators (the mentors) provided mentoring to 19 IMG GP trainees (the mentees) who were within their first six months of entering GP training in Scotland. Each mentee received four 60-minute mentoring sessions via video conferencing.

Results

Mentoring provided tailored support to assist IMG GP trainees’ holistic transition into UK General Practice. Mentees appreciated talking to a non-supervisor, receiving non-judgemental support and protected time with a supportive listener to overcome challenges. This had a positive impact, even for those who did not anticipate the need for such support. Mentors supported diverse needs and tailored meetings, experiencing a distinct shift from previous supervisor roles. Their diverse experience enhanced their role and they developed new skills.

Conclusion

Mentoring could provide significant support to IMG GP trainees but comes with certain challenges. Future research should evaluate the long-term impact of the NES GP IMG mentoring programme.

KEYWORDS:

• Mentoring
• differential attainment
• international medical graduates
• GP training
• mentor

Acknowledgments

The authors would like to thank the study participants.

Disclosure statement

All authors were employed by NES at the time of writing this paper.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.