The journey of thesis supervisors from novice to expert: a grounded theory study

Abstract

Background Supervision is a well-defined interpersonal relationship between the thesis supervisors and their students. The purpose of this study was to identify the patterns which can explain the process of expertise attainment by thesis supervisors. We aimed at developing a conceptual framework/model to explain this development based on the experience of both students and supervisors. Methods We have conducted a qualitative grounded theory study in 20 universities of medical sciences in Iran since 2017 by using purposive, snowball sampling, and theoretical sampling and enrolled 84 participants. The data were gathered through semi-structured interviews. Based on the encoding approach of Strauss and Corbin (1998), the data underwent open, axial, and selective coding by constant comparative analysis. Then, the core variables were selected, and a model was developed. Results We could obtain three themes and seven related subthemes, the central variable, which explains the process of expertise as the phenomenon of concentration and makes an association among the subthemes, was interactive accountability. The key dimensions during expertise process which generated the supervisors’ competence development in research supervision consisted maturation; also, seven subthemes as curious observation, evaluation of the reality, poorly structured rules, lack of time, reflection in action, reflection on action, and interactive accountability emerged which explain the process of expertise attainment by thesis supervisors. Conclusions As the core variable in the expertise process, accountability must be considered in expertise development program planning and decision- making. In other words, efforts must be made to improve responsibility and responsiveness.

Evaluation of the Effect of Clinical Scenario-Based Educational Workshop and Reflection on the Knowledge and Attitude of Head Nurses and Clinical Supervisors toward in the Brain Death and Organ Donation

“…The result of this study was consistent with that of the present study (35)(36)(37)). The results of the study conducted by Steenaart (2019) also showed that the use of new educational methods can increase the knowledge and attitude of nurses in the area of organ donation, which was consistent with the results of this study (38)(39)(40)(41)(42). The results of the studies conducted by Srinivasula et al (2018) and Sugumar et al (2017) and Marqués-Lespier JM (2013) also showed that educational interventions play an important role in increasing the knowledge and attitude of staffs of different medical departments in brain death and organ donation processes and it is necessary to implement educational programs continuously to increase knowledge and improve the performance of the staffs (43)(44)(45)(46).…”

Undergraduate Research Projects Supervision at the University of Namibia’s Rundu Campus: Supervisors’ Stances

“…Learning, which is distinct from development, may lead to development and ZPD is the abstraction that describes the mechanism and potential effect of learning on development (Tello, 2012). Bazrafkan, Yousefy, Amini, and Yamani (2019) affirm that supervision may be a well-defined interpersonal relationship between the thesis supervisors and their students. Substantively, Agricola, Prins, van der Schaaf and, van Tartwijk, (2021) research supervision is a complex and subtle form of teaching.…”

Evaluation of Clinical Risk Index for Babies to Predict Mortality and Morbidity in Neonates Admitted to Neonatal Intensive Care Unit

“…Ahmadpour et al also examined the correlation of ROP with CRIB score. Of the 256 studied neonates, 180 (70%) had retinopathy in some degrees, of which 56 (31.11%) required treatment, although the relationship between CRIB score and severity of retinopathy was insignificant (P = 0.152); hence, the CRIB cannot predict the severity, progression, or remission of retinopathy (39)(40)(41)(42).…”