Supervision, Mentoring, and Coaching

Launer, John

doi:10.1002/9781119373780.ch13

Cited by 7 publications

(6 citation statements)

References 16 publications

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“…Evaluating clinical supervision (CS) is crucial as it promotes residents' independence, ensures patients' safety, and prepares the residents to be future supervisors [1][2][3][4].…”

Section: Introductionmentioning

confidence: 99%

Cardiology residents’ attitudes towards clinical supervision: a multi-centered study

Allo,

Findyartini,

Santoso

et al. 2023

Korean J Med Educ

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Purpose: Residents’ gender, residency level, and hospital types might influence their attitudes towards clinical supervision (CS); however, reports of its impact on cardiology residency are nonexistent. We explore the effect of gender, residency level, and hospital location’s effect on Indonesian cardiology trainees’ attitudes towards CS.Methods: A multi-centered, cross-sectional study was conducted. We invited 490 Indonesian cardiology residents in September– October 2019 to complete the Cardiology CS Scale. Residents’ attitudes, gender, university, and residency year were expressed using descriptive statistics. A Mann-Whitney test analyzed the gender and university location effect on residents’ attitudes. Training year and university’s impact were subjected to the Kruskal-Wallis test; a p-value of <0.05 reflected a significant result.Results: A total of 388 residents agreed to participate (response rate=79.18%). Most of them were male (n=229 [59,02%]), attended universities in Java Island (n=262 [67,52%]), and were in their 2nd–3rd year of training (n=95 [24.48%], each). There were no significant differences in residents’ attitudes between genders (U [Nmale=229, Nfemale=159]=17,908.50, z=-0.27, p=0.78). Generally, their attitudes were significantly affected by the university (H(7)=47.38, p<0.01). However, the university location (located in Java Island or outside Java Island) does not affect residents’ attitude towards CS (U [NJava=262, Nnon-Java=126]=15,237.00, z=-1.23, p=0.22). In addition, the residents’ training year also affected the residents’ response (H(2)=14.278, p<0.01).Conclusion: Cardiology residents’ attitudes towards CS are significantly influenced by training year and university but not gender or university location. The results might provide insightful information for further improvement of CS in cardiology training and guide further evaluation.

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“…Evaluating clinical supervision (CS) is crucial as it promotes residents' independence, ensures patients' safety, and prepares the residents to be future supervisors [1][2][3][4].…”

Section: Introductionmentioning

confidence: 99%

Cardiology residents’ attitudes towards clinical supervision: a multi-centered study

Allo,

Findyartini,

Santoso

et al. 2023

Korean J Med Educ

View full text Add to dashboard Cite

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“…[1][2][3] In recent years, many residency programs have developed new standards for postgraduate training, with an increased emphasis on educational supervision (ES). ES, 4 can be defined as: 'regular supervision taking place in the context of recognised training, in order to establish learning needs and review progress'. In contrast to traditional clinical supervision (CS), which is commonly associated with the apprentice model of residency education, ES is characterised by regular reflection-based, one-to-one supervisory meetings organised as conversations about residents' experiences, learning needs, and progression.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, residents have clinical supervisors with whom they can consult in their daily work, requiring a close connection between supervisor and learners, although clinical supervisors can shift daily. 4 A prevailing problem in the literature is the poor delineation of the various supervisory roles and support functions that attending physicians may have towards their residents. 4 Supervisory functions have been found to incorporate many tasks, such as clinical, educational, personal, and interpersonal supervision.…”

Section: Introductionmentioning

confidence: 99%

“…4 A prevailing problem in the literature is the poor delineation of the various supervisory roles and support functions that attending physicians may have towards their residents. 4 Supervisory functions have been found to incorporate many tasks, such as clinical, educational, personal, and interpersonal supervision. [4][5][6] Consequently, many physicians struggle to identify with the multiple educational roles that they are expected to fill.…”

Section: Introductionmentioning

confidence: 99%

“…4 Supervisory functions have been found to incorporate many tasks, such as clinical, educational, personal, and interpersonal supervision. [4][5][6] Consequently, many physicians struggle to identify with the multiple educational roles that they are expected to fill. Although attending physicians are considered important to resident learning, few studies have explored how they perceive and experience their role as educational supervisor.…”

Section: Introductionmentioning

confidence: 99%

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Educational supervisor’s perceptions of their role in supporting residents’ learning: a qualitative study

Birkeli,

Isaksson Rø,

Rustad

et al. 2023

Int J Med Educ

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Objectives During the past decade, educational supervision (ES) has gained popularity as a key support mechanism in residents’ training. However, few studies have mapped physicians’ understanding of their roles as educational supervisors. This study aims to explore how supervisors experience this role and how they approach providing support to residents. Methods We employed qualitative methodology and conducted semi-structured interviews with 13 senior hospital physicians regarding their experiences as educational supervisors. Participants were recruited via e-mail and snowball sampling. Interview transcripts were analysed using inductive systematic text condensation following a four-step procedure: (i) total impression (ii) identifying and sorting meaning units (iii) condensation from code to meaning (iv) synthesising condensation from description and concepts. Results Our analysis yielded four main themes. We found that while ES was considered important in theory, its purpose appeared unclear in everyday practise. Second, ES was associated with filling multiple and sometimes contradictory expectations. Third, establishing a good relationship between residents and supervisors was considered critical for effective ES. Finally, being a supervisor was described as experiencing a personal cost in the absence of support and resources. Conclusions The many roles embedded in attending physicians' understanding of ES indicate a wide definition of the supervisory role. Supervisors contribute to residents' training by ensuring educational quality while upholding quality in patient care. Educational supervisors considered themselves to be vital sources of support for residents, but found their role unclear in everyday practice. They strove to manage different expectations resulting from lack of supportive organisational structures.

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An Experiential Approach to Training Medical Faculty to Coach: “The Total Experience was Much More Than the Sum of Its Parts”

Mukherjee,

Smith,

Khalsa

2024

J Clin Psychol Med Settings

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Coaching in academic medicine may be used for performance improvement as well as personal and professional growth and development. Medical faculty used to advising and mentoring learners may find it challenging to transition to coaching. Limited information is available about educating physicians to take on the role of coaching. We investigated a faculty coach training program at an academic medical center, using qualitative methods to explore how participants’ perceptions of the training aligned with the elements of Self-Determination Theory (SDT) and Intentional Change Theory (ICT) that were taught using the principles of Experiential Learning Theory (ELT). Based on findings that illuminated understanding and practice of coaching, it may be summarized that the application of experiential learning may be an effective approach in helping faculty embrace the principles of SDT and ICT and make the shift to transformational coaching.

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Supervision, Mentoring, and Coaching

Cited by 7 publications

References 16 publications

Cardiology residents’ attitudes towards clinical supervision: a multi-centered study

Cardiology residents’ attitudes towards clinical supervision: a multi-centered study

Educational supervisor’s perceptions of their role in supporting residents’ learning: a qualitative study

An Experiential Approach to Training Medical Faculty to Coach: “The Total Experience was Much More Than the Sum of Its Parts”

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