How do gut feelings feature in tutorial dialogues on diagnostic reasoning in GP traineeship?

Stolper, C.F.; Wiel, Margaretha W. J. van de; Hendriks, Ruud; Royen, Paul Van; Bokhoven, Marloes Amantia van; Dinant, Geert Jan

doi:10.1007/s10459-014-9543-3

Cited by 23 publications

(23 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the whole, supervisors appeared to trust their trainees; they had sufficient confidence that the trainee would report problems and ask for help when required, and they supported the trainee's autonomy in their consultations with patients . However, caution was advised when relying heavily on trainee self‐assessment .…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

A systematic review of supervisory relationships in general practitioner training

et al. 2019

View full text Add to dashboard Cite

Objectives The educational alliance is argued to be at the heart of supervision in medical education. This review aims to map the research field and develop a conceptualisation of the nature of such educational alliances within postgraduate supervision for general practitioners. Methods An integrative review of the international literature on supervision from 2011 to 2018 was undertaken, and papers assessed for relevance and quality. Data analysis incorporated framework analysis techniques. Bordin's working alliance‐based model of supervision was used as a springboard for synthesis, as well as allowing for the emergence of new ideas, theories and concepts from the literature. Results A total of 49 full texts were included for analysis. There was evidence of the importance of trust, agreement and bond in accordance with Bordin's model. The results also highlighted the importance of greater clarity on supervisory goals, and the tasks to support these goals, to effectively address competing priorities and roles within supervision. Non‐hierarchical relationships were advocated, although supervisors must remain impartial in their assessment and monitoring roles. The influence of the wider practice community and situated learning through legitimate peripheral participation are documented. A model of General practice (GP) supervision is proposed that integrates the findings. Conclusions GP supervision requires a greater emphasis than is suggested by the working alliance model, both on the clarity of expectations and the appreciation of the multiple roles and competing priorities of both trainee and supervisor. Furthermore, as GP supervision develops within the rising workload of contemporary general practice, the role of the wider community of practice may become more prominent. We have adapted the working alliance model for postgraduate General practice (GP) supervision, emphasising the explicit sharing of expectations relating to goals, tasks and roles to facilitate negotiation and agreement.

show abstract

Section: Resultsmentioning

confidence: 99%

“…Supervisors often found it difficult to articulate and structure their teaching, and trainees sometimes lacked clarity on the goals or priorities of supervision . To address this, supervisors were encouraged to be explicit about the purpose of the trainee's presence at the practice and about what they were trying to achieve .…”

Section: Resultsmentioning

confidence: 99%

A systematic review of supervisory relationships in general practitioner training

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Two other studies using this method have analysed the discussions in learning situations to examine the application of biomedical and clinical knowledge in problem-based learning tutorials with real-patients (Diemers, van de Wiel, Scherpbier, Heineman, & Dolmans, 2011), and the topics discussed in tutorial dialogues on diagnostic reasoning of trainees and their supervisors in general practice (Stolper et al, 2015). In the study conducted by Diemers and colleagues, a purposive sample of tutorial group discussions was divided into a preparation and a reporting phase.…”

Section: Discourse Analysis Of Dialogues and Group Discussionmentioning

confidence: 99%

Examining Expertise Using Interviews and Verbal Protocols

Wiel

2017

FLR

View full text Add to dashboard Cite

To understand expertise and expertise development, interactions between knowledge, cognitive processing and task characteristics must be examined in people at different levels of training, experience, and performance. Interviewing is widely used in the initial exploration of domain expertise. Work and cognitive task analysis chart the knowledge, skills, and strategies experts employ to perform effectively in representative tasks. Interviewing may also shed light on the learning processes involved in acquiring and maintaining expertise and the way experts deal with critical incidents. Interviews may focus on specific tasks, events, scenarios, and examples, but they do not directly tap the representations involved in task performance. Methods that collect verbal protocols during and immediately after task performance better probe the ongoing processes in representing problems and accomplishing tasks. This article provides practical guidelines and examples to help researchers to prepare, conduct, analyse, and report expertise studies using interviews and verbal protocols that are derived from thinking aloud, dialogues or group discussions, free recall, explanation, and retrospective reports. In a multi-method approach, these methods and other techniques need to be combined to fully grasp the nature of expertise. This article shows how the cognitive processes in data collection constrain data quality and highlights how research questions guide the development of coding schemes that enable meaningful interpretation of the rich data obtained. It focuses on professional expertise and provides examples from medicine including visual tasks. This comprehensive review of qualitative research methods aims to contribute to the advancement of expertise.Keywords: expertise, interviews, verbal protocols, cognitive processing, analysis IntroductionFor this special issue on "Methodologies for studying visual expertise", the present article will discuss the qualitative research methods of interviews and verbal protocols to examine expertise and expertise development. This article aims to guide students, practitioners, and researchers new to the field of expertise research, or these types of qualitative research, when and how to use these methods to answer their research questions. Starting from a theoretical framework of expertise and cognitive processing in task performance, this article provides practical guidelines so that researchers can prepare, conduct, analyse, and report expertise studies using interviews and verbal protocols. The rationale behind the methods, as well as their strengths and weaknesses, are explained to understand how procedures should be designed to maximise the quality of the data. Although these guidelines for research are applicable to all expertise domains, the focus here is on professional expertise. Most examples will be drawn from medical expertise research, as it has a long-standing tradition of using diverse methods of verbal protocols, and includes various areas of visual expertise. Thi...

show abstract

“…Supervisors entrust trainees according to their professional judgment and continue to varying extents to monitor learning and performance to detect potential misconceptions, thereby promoting patient safety (Sibbald et al 2014;Zwart et al 2011). Supervising trainees in practice who are entrusted with patients while ensuring patient safety is recognised as one of the supervisors' tasks (Boendermaker et al 2000;Hauer et al 2014;Kennedy et al 2007;Kilminster et al 2007;Stolper et al 2014;Wearne et al 2012).…”

Section: Discussionmentioning

confidence: 99%

GP supervisors’ experience in supporting self-regulated learning: a balancing act

Sagasser

Kramer

Weel

et al. 2014

Adv in Health Sci Educ

View full text Add to dashboard Cite

Self-regulated learning is essential for professional development and lifelong learning. As self-regulated learning has many inaccuracies, the need to support self-regulated learning has been recommended. Supervisors can provide such support. In a prior study trainees reported on the variation in received supervisor support. This study aims at exploring supervisors' perspectives. The aim is to explore how supervisors experience self-regulated learning of postgraduate general practitioners (GP) trainees and their role in this, and what helps and hinders them in supervising. In a qualitative study using a phenomenological approach, we interviewed 20 supervisors of first- and third-year postgraduate GP trainees. Supervisors recognised trainee activity in self-regulated learning and adapted their coaching style to trainee needs, occasionally causing conflicting emotions. Supervisors' beliefs regarding their role, trainees' role and the usefulness of educational interventions influenced their support. Supervisors experienced a relation between patient safety, self-regulated learning and trainee capability to learn. Supervisor training was helpful to exchange experience and obtain advice. Supervisors found colleagues helpful in sharing supervision tasks or in calibrating judgments of trainees. Busy practice occasionally hindered the supervisory process. In conclusion, supervisors adapt their coaching to trainees' self-regulated learning, sometimes causing conflicting emotions. Patient safety and entrustment are key aspects of the supervisory process. Supervisors' beliefs about their role and trainees' role influence their support. Supervisor training is important to increase awareness of these beliefs and the influence on their behaviour, and to improve the use of educational instruments. The results align with findings from other (medical) education, thereby illustrating its relevance.

show abstract

How do gut feelings feature in tutorial dialogues on diagnostic reasoning in GP traineeship?

Cited by 23 publications

References 40 publications

A systematic review of supervisory relationships in general practitioner training

A systematic review of supervisory relationships in general practitioner training

Examining Expertise Using Interviews and Verbal Protocols

GP supervisors’ experience in supporting self-regulated learning: a balancing act

Contact Info

Product

Resources

About