Paediatric specialist registrars' views of educational supervision and how it can be improved: a questionnaire study

Abstract

SUMMARYObjectives To determine what paediatric specialist registrars think of the educational supervision they have received and what advice they would give to a consultant who wanted to be a more effective educational supervisor.Design A questionnaire study.Setting The North Thames Deanery, UK.

Educational supervision

“…However, in a UK survey of paediatric specialist registrar doctors, more than a third of trainees rated the educational supervision they had received as being closer to “a complete waste of time” than “excellent” 10. Although trainees who are brimming with enthusiasm and motivation, and who have not met any problems in their clinical work, may seem the “easy option” to work with, it is essential that supervisors provide them with a challenging yet supportive environment to work and learn in.…”

“…Evidence, including a questionnaire-based study of paediatric specialist registrars,10 suggests that the quality of educational supervision in the UK remains very variable 11–14. To quality assure the process of supervision, PMETB stated that from 2010 all supervisors need to be trained in specific educational supervision skills 15.…”

Paediatric trainee supervision: Management changes and perceived education value

“…However, we could find no studies in paediatrics assessing the effect of supervision on patient care 8 . Furthermore, the educational value of supervision has largely been reported in general terms, rather than based on an individual encounter 9–12 and, while total supervisory time has been reported, 13–17 we know little about supervisory input into individual patient encounters.…”

Whither mentoring in training?

“…Trainees in paediatrics experience a wide range of educational supervisors with different skills and attributes during their period of training 3. Many who undertake such roles are challenged by lack of time within job plans, but other influences (eg, interest, expertise, morale) may lead to a poor trainee–trainer relationship.…”