Institutional influences on the supervision of GP trainees: a documentary analysis

Jackson, Dawn; Davison, Ian; Brady, Josephine

doi:10.1080/14739879.2021.1888661

Cited by 2 publications

(2 citation statements)

References 21 publications

(26 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This provides a useful insight to the socio-cultural context in GP training, where both trainee and supervisor appear to place great emphasis on documentation and evidence. In our earlier research with GP supervisors and a review of the UK GP training documentation, a heavy reliance on written communication was also demonstrated, typically as a means to protect supervisors from potential complaint, and to satisfy institutional requirements on a number of measurable metrics (15,39).…”

Section: Theoretical Implicationsmentioning

confidence: 99%

“…The project was approved by the University of Birmingham Ethics Committee ERN_14-0957A. Re ections on personal elements of re exivity, the methodological approach and the way in which the discipline of interest (GP supervision) has formed and developed were considered (38,39). Regular team discussion (DJ, JB and ID) and inclusion of the researcher's voice in the rst reading of the Listening Guide also contributed to re exivity (38,40).…”

Section: Ethical Considerations and Re Exivitymentioning

confidence: 99%

See 1 more Smart Citation

Positioning, power and agency in postgraduate primary care supervision: a study of trainee narratives

Jackson,

Josephine,

Donna

2023

Preprint

Self Cite

View full text Add to dashboard Cite

Background Postgraduate supervision takes place within complex training environments, where experiences are shaped by the socio-cultural context and wider profession, and where tensions permeate. Bordin’s working alliance-based model of supervision suggests that quality relationships encompass agreement on the goals and tasks of supervision, in the context of an emotional bond. However, as trainees and their supervisors navigate the demands of providing safe clinical care, alongside educational support, disagreement on expectations for supervision may emerge. By applying a critical lens, this research draws on positioning theory to explore General Practice trainees’ experiences of supervision. Methods In 2017-2019 a series of narrative interviews were undertaken with 13 General Practice trainees in the United Kingdom (UK). Participants were purposively sampled based on end-of-year performance, gender, training location and training status. Interviews were analysed using Brown and Gilligan’s Listening Guide, which was adapted to incorporate an exploration of positioning, power and agency. Results Trainees appeared to hold variable positions, such as ‘insiders’, ‘outsiders’, ‘peers’ and ‘problem trainees’. Supervisors, through talk and the degree of access afforded, contributed to this positioning. Some trainees viewed their supervisors as brokers and guides as they navigated their training, whilst others were suspicious of the supervisor role. For trainees who raised concerns about their supervisor through formal channels, results were not often satisfactory. Others chose to navigate difficulty in supervision through informal means. This typically involved mastery of artefacts of training, such as the electronic appointment book or training portfolio. Conclusions This paper builds on Bordin’s model of supervision to encourage greater clarity in supervisory discussions, exploring assumptions, and recognising the influences of environment, power, positioning, and agency. We have developed a Model of the Supervisory Alliance in Postgraduate GP Training (MSA-GP) to serve as a springboard for discussion for trainees and their supervisors.

show abstract

Section: Theoretical Implicationsmentioning

confidence: 99%

Section: Ethical Considerations and Re Exivitymentioning

confidence: 99%

Positioning, power and agency in postgraduate primary care supervision: a study of trainee narratives

Jackson,

Josephine,

Donna

2023

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

Positioning, power and agency in postgraduate primary care supervision: a study of trainee narratives

Jackson,

Brady,

Dawkins

2023

BMC Med Educ

View full text Add to dashboard Cite

Background Postgraduate supervision takes place within complex training environments, where experiences are shaped by the socio-cultural context and wider profession, and where tensions permeate. Bordin’s working alliance-based model of supervision suggests that quality relationships encompass agreement on the goals and tasks of supervision, in the context of an emotional bond. However, as trainees and their supervisors navigate the demands of providing safe clinical care, alongside educational support, disagreement on expectations for supervision may emerge. By applying a critical lens, this research draws on positioning theory to explore General Practice trainees’ experiences of supervision. Methods In 2017–2019 a series of narrative interviews were undertaken with 13 General Practice trainees in the United Kingdom (UK). Participants were purposively sampled based on end-of-year performance, gender, training location and training status. Interviews were analysed using Brown and Gilligan’s Listening Guide, which was adapted to incorporate an exploration of positioning, power and agency. Results Trainees appeared to hold variable positions, such as ‘insiders’, ‘outsiders’, ‘peers’ and ‘problem trainees’. Supervisors, through talk and the degree of access afforded, contributed to this positioning. Some trainees viewed their supervisors as brokers and guides as they navigated their training, whilst others were suspicious of the supervisor role. For trainees who raised concerns about their supervisor through formal channels, results were not often satisfactory. Others chose to navigate difficulty in supervision through informal means. This typically involved mastery of artefacts of training, such as the electronic appointment book or training portfolio. Conclusions This paper builds on Bordin’s model of supervision to encourage greater clarity in supervisory discussions, exploring assumptions, and recognising the influences of environment, power, positioning, and agency. We have developed a Model of the Supervisory Alliance in Postgraduate GP Training (MSA-GP) to serve as a springboard for discussion for trainees and their supervisors.

show abstract

Institutional influences on the supervision of GP trainees: a documentary analysis

Abstract: tensions and complexities of GP supervision. For trainees and supervisors, these inconsistencies could lead to different perspectives and expectations as they interact within the supervisory relationship.

Cited by 2 publications

References 21 publications

Positioning, power and agency in postgraduate primary care supervision: a study of trainee narratives

Positioning, power and agency in postgraduate primary care supervision: a study of trainee narratives

Positioning, power and agency in postgraduate primary care supervision: a study of trainee narratives

Contact Info

Product

Resources

About