The following steps should be taken into consideration when planning a mentoring experience on AMR/AMS:

1. Program Design and Goal Setting: Clearly define the aims of the mentoring program (e.g., establishing new ASPs, improving existing ones, building surveillance capacity). Co-design personalized learning or action plans with mentees, aligning with individual needs, institutional priorities, and national AMR action plans (Bajracharya et al., 2024, and Goff et al., 2017, describes a multi-step mentoring process including self-assessment and action plans).
2. Mentor-Mentee Matching: Carefully pair mentees with mentors possessing relevant expertise and experience. An interprofessional mentor team (e.g., ID physician and ID pharmacist) can be highly effective (Goff et al., 2017).
3. Structured Interaction: Establish a schedule for regular interactions (e.g., fortnightly meetings (as in Bajracharya et al., 2024), telephone calls, and potentially onsite visits (Goff et al., 2017). Utilize technology (online meetings, webinars) to facilitate connection, especially for long-distance mentorships (Bajracharya et al., 2024).
4. Capacity Building Activities: Employ a multi-modal approach grounded in adult learning theory, incorporating activities such as direct guidance on projects (e.g., AMU surveillance data analysis as in Bajracharya et al., 2024), review of policies/protocols, case discussions, sharing of evidence-based resources, and facilitating problem-solving for local challenges. Mentors can also provide continuing education and help justify resources to administration (Goff et al., 2017).
5. Skill Development and Networking: Focus on developing both technical expertise (e.g., data analysis, guideline implementation) and soft skills (e.g., leadership, communication, advocacy). Facilitate networking opportunities for mentees with other experts or peers.
6. Monitoring and Feedback: Regularly review progress against the learning/action plan, provide constructive feedback, and adapt the mentorship approach as needed. Incorporate accountability mechanisms (Bajracharya et al., 2024).
7. Sustainability and Transition: Encourage mentees to become mentors themselves to build local capacity and ensure sustainability (Bajracharya et al., 2024).

Facilitator’s role (Program Coordinator/Lead Mentor): Design the overall program structure, recruit/train/match mentors and mentees, provide overarching guidance and resources, monitor program effectiveness, and troubleshoot issues.

Mentor’s role: Provide tailored expert advice, share practical experiences, act as a role model, ask reflective questions, help mentees identify and overcome barriers, foster critical thinking, support goal achievement, facilitate access to resources and networks, and create a trusting and supportive relationship.

Participant’s (Mentee’s) role: Actively engage in the mentoring process, co-develop and commit to a learning/action plan, proactively seek guidance and feedback, openly discuss challenges, apply learnings to their work, complete agreed-upon tasks (e.g., data collection , Goff et al., 2017), and reflect on their professional development.

Methods

• Self-assessment by mentees of their progress, skills, and confidence before and after the program (Goff et al., 2017).
• Achievement of specific goals outlined in the action plan.
• Collection of outcome metrics related to ASP improvements or AMU surveillance implementation (Goff et al., 2017; Bajracharya et al., 2024).
• Qualitative feedback from mentors and mentees on the process, relationship, and impact.
• Documentation of changes in practice, policy, or system implementation.

Tools

Self-assessment surveys, structured action plans with measurable outcomes, progress reports, data collection tools for specific metrics (e.g., antibiotic hang times, CDI rates, Goff et al., 2017), case studies of mentee projects, feedback questionnaires.