Course informationPlace of trainingIn your project/missionLanguageEnglish or French (according to mission context)Target groupAll MSF staff (medical & para-medical) involved in mentoring activities, at programmatic and/or technical levelNumber of participants16 maximumDuration5 daysEnrolment
To your SAMU mission HIV/TB adviser (focal point) or the SAMU Learning Unit coordinator: firstname.lastname@example.orgDatesTo be agreed on between mission and SAMU during the request process
Over the past several years the global trend for HIV programs has been a progressive shifting of the burden of HIV management away from the more central hospitals into the district hospitals and primary care clinics. With this shift comes a growing need to increase the capacity and competence of staff to handle this.
In line with this strategic vision, “Light Approach” is increasingly becoming MSF’s strategic operational approach to engagement in HIV/TB projects. This consists of progressively transferring some elements of clinical HIV/TB care to MoH and keeping only specific roles of technical support to MoH staff. The provision of supervision and mentoring is frequently one of the key components of this light approach with a ‘dashboard’ of key indicators used to monitor improvements and identify key areas in need of extra support.
Thus, MSF staff are placed into a situation where they have to both “mentor” clinical staff (to increase skills) in decentralised clinics and supervise activities and programme outcomes of the project. They often do not always feel adequately skilled to fulfil the dual roles of pedagogic and clinical/programme management responsibilities.
Furthermore, the concepts of mentoring, supervision and coaching have become closely linked and are widely used within MSF but rarely under a common understanding.
In close collaboration with OCB and OCG learning & development units, SAMU proposes to support field teams who are in charge of designing and implementing a mentoring programme.
This ToT-mentoring aims at addressing only the pedagogic/mentoring skills. HIV/TB clinical or programmatic competencies can be addressed in other SAMU trainings or added to this one (depending of findings from the needs analysis).
By proposing On-site ToT mentoring training (in the field):
- We can offer a “tailor-made” training based on specific needs of the project/mission
- We contribute to greater access to training opportunities (especially national employees)
- We use the project context and field work as a learning place
- We harness the provision of learning on-site in a project to maximise the transfer of theory to practice in the workplace
- By doing this we speed up a participant’s learning process
- We use and build synergies from existing project and team dynamics
We sustain learning and good practices and increase opportunities for a positive impact for the project
Who can apply?
- Currently this training is available to any projects/mission where mentoring represents a substantial part of the programme activities and supports the achievement of its operational objectives.
- This is currently available in both English and French speaking projects/missions
A three to four week mentoring/bedside teaching (with a SAMU ID specialist, Dr. Sylvie Jonckheere) can be attached to this one week training to follow and accompany participants in their learning in the workplace. This option can be made on request from the mission/project and will be assessed according to SAMU resources available.
- All MSF staff (medical & para-medical) involved in mentoring activities, at programmatic and/or technical level:
- Mentoring programme managers/supervisors
- Medical doctors, clinical officers, nurses,
- PSEC staff
- Lab and pharmacy staff
Training of trainers introduction
Across the entire movement, MSF places a high priority on training of both their own staff and those with whom they are collaborating in their projects. In order to scale up training initiatives, because teaching skills are not automatically acquired, it is important to provide those who teach with the skills to do so more effectively. To this end, SAMU offers two core training-of-trainer programs, tailored to the specific context in which it will be applied:
Generic training on the principles of education, whether in the classroom or in the workplace.
Incorporating the generic training above, a training course has been developed on how to be an effective clinical mentor.
These trainings can be delivered off-site in Cape Town and on-site in field sites. In addition, plans are underway for these to be available in an online and interactive format.
This Training of Trainers (ToT) is offered in the field, in order to:
- Increase quality of MSF mentoring activities implemented by field teams
- Strengthen MSF staff skills in mentoring, at programmatic level and as mentors
At the end of the training, participants will be able to:
- Define learning and mentoring concepts and identify their guiding principles
- Design and model a mentoring programme (programmatic conception)
- Identify and apply techniques used by mentors to accompany/support their mentees
- Design and implement a teaching session
- Adult learning: core principles
- Training cycle
- Activities and role of the trainer
- Guiding principles for adult learning
- Competency concept
- Mentoring concept
- Definition and guiding principles
- Role and skills of a mentor
- Mentoring vs supervision
- Mentoring programmatic framework
- Preconditions, success factors
- Mentoring Programme framework
- Learning objectives
- Mentoring M&E and tools
- Mentoring techniques
- Building mentor/mentee relationships
- Communication skills
- Active listening
- Giving feedback
- Adult learning: core principles
- Interactive methodology, case studies, role play, group and individual work.
- We ask participants to bring their existing or future programme to implement which will be improved or developed during this ToT mentoring. Their mentoring experiences are also used as support for practical/role-play exercises.
- The group as a peer-to-peer source of learning, and the presenters as learning facilitators are the core pillars of this approach.