1. Introduction Therapist recruitment and retention is a huge challenge for employers, particularly in rural and remote communities. Therapists outside of urban environments typically have less access to professional development opportunities and fewer opportunities to network with colleagues. This professional isolation contributes to difficulties in recruiting professionals to such environments, and is often a factor in a clinicians decision to leave such a position. Technological advances and the availability of technological infrastructure in many of BC’s rural and remote communities has the potential to provide the networking therapists require to feel supported regardless of their location. A primary challenge is how to utilize this technology in an effective manner. BC is attempting to address this challenge through the development of a technology-based formalized and structured mentoring program, ‘eMentoring.’ The program is based on Sue Stewart’s research in electronic mentoring (Stewart, 2009) and is a collaborative effort involving Sue Stewart, Sunny Hill Health Centre, and the Office of the Provincial Paediatric Therapy Recruitment and Retention Coordinator (PPTRRC). Materials and methods A pilot program in 2009 developed a series of online training modules designed to help therapists acquire the skill set to be effective mentors. These modules were developed using adult education principles, and help ensure eMentors participating in the program have the ability to facilitate collaborative learning and collegial discussion. This training process is supervised and facilitated by the Mentor Coordinator Sue Stewart. Once assigned to an eMentor relationship, the eMentor and therapist receiving support meet using iChat videoconferencing software. Sunny Hill Health Centre has several Mac laptops with iChat software available for loan and dedicated to this program. Participants initially meet on a weekly basis for 45-60 minutes, and have a monthly ‘case study’ session lasting 60-90 minutes. The length and frequency of the weekly sessions is typically decreased as the relationship becomes more established. The Mentor Coordinator is available throughout the relationship to help address any issues that may arise. The eMentor and the Mentor Coordinator are financially compensated for their time and expertise. Conclusions BC’s geography and population distribution results in a significant number of therapists practicing in rural and remote settings. eMentoring has the potential to provide the communication technology identified by Taylor and Lee as being a “means of circumventing professional isolation that is inherent in rural and remote areas” (Taylor and Lee, 2005). In addition BC has a wealth of experienced therapists working in paediatrics, many of whom according to professional association surveys will be retiring within the next 5 years. eMentoring will help to ensure this wealth of knowledge is passed to the next generation of therapists working in paediatrics. The eMentoring program developed by Sue Stewart, Sunny Hill Health Centre, and the Office of the PPTRRC also has several benefits when compared to traditional models of mentoring. The formalized and structured nature of this program provides the necessary time to build a successful relationship. The standardized training presents mentors with the skill set to be effective in their role. A dedicated Mentor Coordinator position ensures accountability of program participants and provides a resource to address any issues arising within the eMentor- mentee relationship. Lastly, financial compensation to reward eMentors for their time and expertise acknowledges the importance and value of the eMentor role. Sue Stewart, BScPT, MPT; Jason Gordon, BScPT, MHS Literature cited Stewart, 2009. Electronic Mentoring: An innovative approach to providing clinical support. International Journal of Therapy and Rehabilitation. Vol. 16, No.4, 199-206 Taylor, Lee, 2005. Occupational therapists’ perception of usage of information and communication technology (ICT) in Western Australia and the association of availability of ICT on recruitment and retention of therapists working in rural areas. Australian Occupational Therapy Journal. Vol.52, No.1, 51-56 Figure 1. Sue Stewart, Mentor Coordinator, facilitating an eMentoring session Results An eMentoring relationship (BC’s first!) was recently completed in the spring of 2010. This relationship involved a 2nd year OT working in a semi-rural area and an OT with over 30 years of experience working in a semi-urban environment. The 2nd year OT receiving eMentoring reported the relationship increased confidence when speaking in team meetings and to families about what OT is and how it may relate to child development. She has also found the relationship useful in addressing specific questions from team members, parents, and community professionals regarding topics where she didn’t have a significant amount of training or background. The therapist receiving the mentoring also reported the program has increased her confidence and efficiency with caseload management. This was reflected in her ability to comfortably increase her caseload from 27 clients to 38 during the mentoring program. She also found the relationship helped her develop more efficient, clear, and family centred report writing. Lastly, the OT receiving eMentoring reported increased confidence in her clinical reasoning skills as a result of working with her eMentor. For further information Contact Jason Gordon, PPTRRC Phone: 1.866.597.2547 eMail: consultant@therapybc.caconsultant@therapybc.ca Sue Stewart, BScPT, MPT, Mentor Coordinator eMail: sstewart@cw.bc.casstewart@cw.bc.ca Visit: http://www.therapybc.ca/eMentoring.phphttp://www.therapybc.ca/eMentoring.php for detailed description of program. eMentoring – Using Technology to Support Clinicians Results The eMentor also reported several benefits of participating in the program. The relationship afforded her the opportunity to evaluate practices that were commonly used at her own centre. The eMentor was able to reflect on what worked well and was worth sharing and continuing, as well as noticing practices that could be changed. She also reported it was beneficial to learn about the practices in place at the centre that employed the mentee. The eMentor was made aware of some good practices that may prove useful at her own agency, as well as acquire many of the resources utilized at the mentee’s centre. The eMentor reported the relationship had a time commitment of about one hour a week. Additional time was required for situations such as reviewing the mentees documentation, considering questions sent, or sending resources used at the eMentors centre. The eMentor also reported the technology offered a great deal of flexibility if the eMentor and therapist receiving support were required to change their meeting times. In one instance the two participants had a meeting while the eMentor was on vacation in New Zealand! Overall, the eMentor reported working with her mentee was a “pleasure,” and the eMentor program was an “enjoyable” experience. Acknowledgments The Office of the PPTRRC would like to sincerely thank Sue Stewart, Sunny Hill Health Centre, and all therapists who have participated in the eMentoring program and related pilots. Figure 2. Jehanne Fauquier, OT, receiving mentorship via the eMentoring program