An evaluation of the current patterns and practices of educational supervision in postgraduate medical education in the UK

Patel, Priyank

doi:10.1007/s40037-016-0280-6

Cited by 29 publications

(38 citation statements)

References 29 publications

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“…In the UK, the processes of educational supervision were formalised in the early 2000s to facilitate high-quality support of postgraduate trainees. 18…”

Section: 'Agreement' On the Goals And Tasks Of Supervision Requires Imentioning

confidence: 99%

“…Similarly, the tensions pervasive in a complex educational landscape must be articulated and understood by trainees and their supervisors, or the usefulness and purpose of the supervisory relationship may be devalued. 1,18 The pursuit of clarity, safety and agreement in supervision may go some way to facilitate meaningful engagement. 20 the tensions pervasive in a complex educational landscape must be articulated and understood by trainees and their supervisors…”

Section: There Is a Risk That The Precious Time Available For Supervimentioning

confidence: 99%

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Tensions in postgraduate training: Meaningful engagement or ‘tick‐box’ supervision?

Jackson

Davison

2020

Medical Education

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As medical trainees progress through their education, they experience multiple transitions to new roles with increasing autonomy and decreasing supervision. These transitions contribute to trainees' formation of identities as physicians. 1,2 Two articles in this issue of Medical Education provide rich accounts of trainees' transitions at different stages of medical education. The article by Brown et al addresses the transition to graduate medical education, 3 and the article by Gordon et al focuses on the transition from graduate medical education to independent practice. 4 While reading these articles, we noticed two intertwined processes that appear to be shared in these transitions: (a) supervisors grant trainees greater autonomy as they gain experience and, by doing so, tacitly offer them a new identity; and (b) trainees exercise agency in response-accepting the new identity, retaining a previous identity or remaining in liminal stages between identities. These descriptions of trainees' agency reminded us of 'job crafting', a theoretical approach described in the organisational psychology literature. Job crafting helps examine how individuals make sense of their experiences of work and define the meaning

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“…In the UK, the processes of educational supervision were formalised in the early 2000s to facilitate high-quality support of postgraduate trainees. 18…”

Section: 'Agreement' On the Goals And Tasks Of Supervision Requires Imentioning

confidence: 99%

Section: There Is a Risk That The Precious Time Available For Supervimentioning

confidence: 99%

Tensions in postgraduate training: Meaningful engagement or ‘tick‐box’ supervision?

Jackson

Davison

2020

Medical Education

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“…Various factors influence differences between how supervisors and supervisees perceive the effectiveness of feedback. A lack of training and peer support for supervisors is one [16]. Medical and allied sciences doctoral supervisors are often not specifically trained in supervisory skills, which can inhibit their development in this area and invites them to imitate their own supervisors, often on a trial and error basis [13,14].…”

Section: Introductionmentioning

confidence: 99%

Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty

et al. 2020

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Background: Doctoral supervision is a distinct form of supervision with clearly defined responsibilities. One of these is the delivery of effective face-to-face feedback to allow supervisees to improve upon their performances. Unfortunately, doctoral supervisors, especially of health sciences, are often not trained in supervisory skills and therefore practice mostly on a trial and error basis. Lack of understanding of the feedback process leads to incongruence in how supervisors and supervisees perceive feedback. However, standardized training practices like microteaching can allow supervisors to acquire effective feedback practices. In this study we employed a schematic approach of microteaching, that is micro-feedback, in a workshop to develop feedback skills of doctoral supervisors, and assessed the overall effectiveness of this training using the Kirkpatrick evaluation framework. Methodology: This was a Quasi-experimental study with a repeated measures and a two-group separate sample prepost test design. A micro-feedback skills workshop was organized to enhance feedback skills of doctoral supervisors using microteaching technique. The first two levels of the Kirkpatrick evaluation model were used to determine the workshop's effectiveness. An informal Objective Structured Teaching Exercise (OSTE) was used to assess feedback skills of the supervisors, both before and after the workshop. A questionnaire was developed to compare pre-and postworkshop perceptions of the supervisors (n = 17) and their corresponding supervisees (n = 34) regarding the ongoing feedback practice. Results: Despite the hectic schedule, most doctoral supervisors (17 of 24, 71%) were willing to undertake faculty development training. Participants indicated a high level of satisfaction with the workshop. A learning gain of 56% was observed on pre-post OSTE scores. Prior to the workshop, perceptions of how supervisees should be given the feedback differed significantly between supervisors and supervisees with an effect size difference of r = 0.30. After the workshop there was a negligible difference in perceptions between supervisors and supervisees (r = .001). Interestingly, supervisors shifted their perceptions more toward those that were originally held by the supervisees. Conclusions: These findings suggest that well-designed and properly assessed structured programs such as microfeedback workshops can improve how doctoral supervisors provide feedback to their supervisees and align supervisors' perceptions of that feedback with those of their supervisees.

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“…Educational supervision is regular supervision taking place in the context of a recognized training programme in order to determine learning needs and review progress. Patel’s article [ 1 ] effectively evaluates postgraduate educational supervision in one UK trust. This was a mixed methods study in which educational supervisors and trainees working within a large UK trust were surveyed online about their experiences of educational supervision.…”

mentioning

confidence: 99%

“…In addition, observations of supervision sessions with a small group of supervisor and trainee pairs followed up by semi-structured interviews were conducted. The findings suggested methods to improve educational supervision and a framework was developed [ 1 ]. The framework illustrates the need to improve student support during educational supervision [ 1 ].…”

mentioning

confidence: 99%

The importance of mentoring during educational supervision

Passi¹

2016

Perspect Med Educ

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An evaluation of the current patterns and practices of educational supervision in postgraduate medical education in the UK

Cited by 29 publications

References 29 publications

Tensions in postgraduate training: Meaningful engagement or ‘tick‐box’ supervision?

Tensions in postgraduate training: Meaningful engagement or ‘tick‐box’ supervision?

Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty

The importance of mentoring during educational supervision

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