Cultivating the Apprentice-Mentor Model for Minimally Invasive Gynaecology in the Era of Surgically Scarce Training: A Case Report of Laparoscopic Cornuostomy for Interstitial Ectopic Pregnancy by a Trainee

Over the last few years, there is an apparent growing concern amongst O&G trainees of the inadequacy in exposure to minimally invasive gynaecology surgical training, which has been inadvertently compounded by the more stringent working hour regulations and disproportionately increasing number of trainees relative to surgical volume. Therefore, it is vitally important for trainees to maximise opportunities in the operating theatre and develop autonomy in carrying out more complex surgical procedures. This case report outlines the step-by-step approach of laparoscopic excision of a cornual ectopic pregnancy performed by a trainee under the supervision of a surgical mentor. This manuscript highlights key characteristic traits of a trainee that serve to foster surgical trust and simple but effective steps to foster surgical preparedness.

Successes and Challenges of Using a Peer Mentor Model for Nutrition Education within a Food Pantry: A Qualitative Study

Background: Delivering nutrition education within an emergency food pantry (EFP) provides an opportunity to reach many food insecure households and underserved populations. However, little is known about using a peer mentor model, “Community Cooks,” as a modality to deliver nutrition education within this setting. This research aimed to identify the successes and challenges of using a peer mentor model within an EFP to better understand the best approaches to deliver nutrition education among community residents.Methods: In spring 2018, semi-structured interviews were conducted with eleven peer mentors after they delivered a series of nutrition workshops to community members of the EFP. Interviews were audio-recorded and transcribed verbatim. Qualitative content analysis was used to analyze the data.Results: All peer mentors were women over 40 years-of-age, were recruited from the EFP community; most were high school graduates and currently received some form of federal nutrition assistance. All peer mentors reported that the “Community Cooks” nutrition education program offered many benefits. Key successes of the program included serving in the role as a peer mentor was an empowering experience which gave them a sense of community, purpose, and camaraderie; 2) the nutrition education was appropriately tailored towards those living with food insecurity; 3) the recipes required minimal cooking skills and included low-cost easily accessible foods available at the EFP. Key challenges of the program were the lack of community member engagement in the nutrition education workshops. Conclusion: Challenges continue to exist when delivering nutrition education within a community EFP setting. While the use of peer mentors to deliver nutrition education messages is promising, more research is needed to quantify the impact of using a peer mentor model in underserved and food insecure communities.

Successes and Challenges of Using a Peer Mentor Model for Nutrition Education within a Food Pantry: A Qualitative Study

Background: Delivering nutrition education within an emergency food pantry (EFP) is a valuable and sustainable approach to target food insecure and underserved populations. However, little is known about using a peer mentor model, “ Community Cooks,” as a modality to deliver nutrition education within this setting. This research aimed to identify the successes and challenges of using a peer mentor model within an EFP to better understand the best approaches to deliver nutrition education among community residents. Methods: In spring 2018, semi-structured interviews were conducted with eleven peer mentors after they delivered a series of nutrition workshops to community members of the EFP. Interviews were audio-recorded and transcribed verbatim. Qualitative content analysis was used to analyze the data. Results: All peer mentors were women over 40 years-of-age, were recruited from the EFP community; most were high school graduates and currently received some form of federal nutrition assistance. All peer mentors reported that the “Community Cooks” nutrition education program offered many benefits. Key successes of the program included serving in the role as a peer mentor was an empowering experience which gave them a sense of community, purpose, and camaraderie; 2) the nutrition education was appropriately tailored towards those living with food insecurity; 3) the recipes required minimal cooking skills and included low-cost easily accessible foods available at the EFP. Key challenges of the program were the lack of community member engagement in the nutrition education workshops. Conclusion: Challenges continue to exist when delivering nutrition education within a community EFP setting. While the use of peer mentors to deliver nutrition education messages is promising, more research is needed to quantify the impact of using a peer mentor model in underserved and food insecure communities.

Mentor Perspectives on Mentoring New School Leaders

The purpose of this study was to understand the perspectives of recently retired principals who were mentors to new school leaders in a high-need urban school district. Mentors reflected on the mentoring needs and challenges faced by new school leaders while also reflecting on their own careers as school principals. This study was informed by the literature on mentoring as well as the reflective practice literature. We used focus groups as the primary method of collecting data. Data analysis followed the process of open coding and independently identifying relevant data followed by constant comparison to narrow down the list of codes. The findings point to the need for mentoring new school leaders and to focus on promoting confidence and a growth mind-set in principals. Additionally, the findings point to reflective mentoring as a possible mentor model to benefit and support mentor self-learning as well as supporting principals.

2546. The Mentor Model: Improving Fellow-Level Transitions of Patient Care

Background Our infectious disease fellows rarely see follow-up patients. Yet longitudinal patient care teaches the fellow how to approach chronic illnesses, continued clinical decline, and adverse effects of antimicrobial therapy. Fellows at our institution typically rotate with a different faculty member every 1–2 weeks. Follow-up visits are scheduled with the faculty member. While this model exposes the fellow to a variety of cases and management styles, it limits fellow follow-up opportunities. We developed a model to solve this problem. Methods The Mentor Model involves 12-week blocks during which the fellow and a faculty member share the same schedule, facilitating fellow participation in post-discharge visits, re-consultations, and repeat outpatient appointments. We queried our electronic medical record for a list of all consult notes written by fellows during both Mentor Model and traditional (non-Mentor Model) blocks. The number of repeat encounters, or evaluations of an established patient, were tallied and divided by the number of total encounters to determine each fellow’s follow-up rate. This value was compared between Mentor Model and non-Mentor Model blocks. Results Historically, our fellows have reported 1–2 follow-ups each over the course of his or her training. Four first-year fellows rotated through two Mentor Model blocks totaling 23 weeks and several non-Mentor Model blocks totaling 14 weeks within the study period. Fellow follow-up rates ranged from 5–12% during non-Mentor Model blocks. One fellow demonstrated increased rates during the first Mentor Model block (5% vs. 9%) and three demonstrated increased rates during the second Mentor Model block (5–11% vs. 9–18%). The most encounters noted for a single patient was five. The majority of repeat encounters occurred in the outpatient setting. Conclusion We describe a rotation model designed to improve continuity of patient care among first-year Infectious Disease fellows at our institution. Compared with our previous rotation schedule, the Mentor Model increased fellow follow-ups. Structural changes to promote longitudinal patient care experiences are described in outpatient-heavy training programs. Further interventions to improve fellow follow-up rates in all training programs are merited. Disclosures All authors: No reported disclosures.

A Novel Peer Mentor Model for Nutrition Education within a Food Pantry

Background: Food insecurity disproportionately affects groups of Americans and is a social determinant of health that deems one at risk for comorbidities. Food insecurity is defined as reduced access to a sufficient quantity and quality of food, which limits the variety or desirability of one’s diet. Unfortunately, this hidden and silent epidemic in the United States continues to rise and is at an all-time high rate, with one in six children being affected, 13 million children and a total of 41.2 million Americans. As a result, emergency food pantries (EFPs) are challenged with the dual role of providing food to combat hunger, but also being conscious of the health concerns of their clients such as chronic illness and obesity. Methods: “Community Cooks” was a peer mentor model program implemented to deliver nutrition education, skills in basic cooking techniques, healthy eating principles, and easily prepared recipes relying on foods available within an EFP. Eleven peer mentors were recruited and trained over six months to deliver a series of live workshops open to all community members. Results: After six months, peer mentor retention rate was 85%, and qualitative focus group findings suggest that peer mentors had the desire to remain part of “Community Cooks” program. Conclusion: The use of a peer mentor model of delivering nutrition education within an EFP is a valuable and sustainable approach to target the food insecure and underserved population.