The supervisor’s toolkit: A framework for doctoral supervision in health professions education: AMEE Guide No. 104

Abstract

is an internationally recognised scholar and has conducted over 250 workshops in more than 60 cities, and presented over 200 keynote addresses focusing on curriculum development, assessment, programme evaluation, simulations, and international medical education. Abstract:Doctoral studies represent a complex undertaking for students and supervisors. Some research describes the experience of students and there are volumes of advice for students considering a doctorate. Yet the terrain for supervisors is less well-trodden and the concept of a pedagogy of supervision only really starting to emerge. Texts on the doctoral journey from the supervisor's perspective are uncommon and less yet has been written in the context of health professions education. The aim of this Guide, therefore, is to provide guidance for the supervisor's journey, drawing on our collective experience and such literature as there is. We explore the doctoral journey of students and their supervisors, highlighting what the implications are for supervisory practice. Recognising the doctorate as much more than merely conducting a research project, and seeing it as a shared educational endeavour is fundamental to understanding the doctoral journey -a journey that is complex and mutable, constantly shifting as the candidate moves from novice to expert, from dependence to growing autonomy. Our intention is to present this Guide as a toolkit for both the novice and the experienced supervisor as it, on the one hand, seeks to make the practice of supervision more transparent while on the other, challenges the reader to critically reflect on the supervisory space in which they currently reside. Our hope is that the Guide opens up opportunities for generative conversations about the practice of doctoral supervision in health professions education. 5 Practice Points: A doctorate is about much more than merely conducting a research project; it provides a unique opportunity for shared academic endeavour that ought to be enriching for both student and supervisor. Doctoral supervision should be positioned as a form of pedagogy that is informed by relevant theory and acknowledges the potential of doctoral studies to provide a transformative learning experience. Doctorateness speaks to a process of 'being and becoming' that accompanies the emergence of a doctoral identity with the supervisory process enabling the student's legitimate participation in the disciplinary community of practice. Doctoral supervision requires flexibility and adaptability, a guiding hand and a supportive stance to induct students into the disciplinary space within which educational research resides.6

Twelve tips for choosing and surviving a PhD in medical education – a student perspective

“…These twelve tips, and others writing on the medical education doctoral journey (Gill et al 2009;van Schalkwyk et al 2016), provide different perspectives and support to ensure success whilst pursuing a PhD in medical education.…”

“…Evaluating your motivations for embarking upon such a substantial project, potentially whilst putting other work or training on-hold, is imperative to ensure that you access the full value of the degree. These motivations should underpin your initial conversations with your supervisors (van Schalkwyk et al 2016), both during your application process and on commencing your PhD. Perhaps the PhD is an opportunity to pursue a particular research idea that you have, or it has the aim of establishing professional relationships for your future career within medical education.…”

“…Finally, and perhaps most importantly, you must ask yourself: "Could I work with this person?" Building a positive 'educational alliance' (Telio et al 2015) over time between you and your supervisor can really enhance the PhD process, with the caveat that each supervisor/learner relationship is unique (van Schalkwyk et al 2016). …”

“…However, compared to other academic disciplines, the number of PhD students in medical education are relatively few and there is often limited guidance and peer support for students, particularly before and during the doctoral process. Guidance from the perspective of those who have already achieved their doctorate or PhD supervisors is available (Gill et al 2009;van Schalkwyk et al 2016) but the experiences of current doctoral students in medical education, which are lacking in the literature, may offer essential practical advice from the learner perspective.…”

Academic Literacy Revisited: A Space for Emerging Postgraduate Voices?

“…The power relationships that characterise postgraduate supervision have been well-explored in the literature, typically describing shifts from the unequal or hierarchical position between student and supervisor to one that is eventually characterized by collegiality and collaboration (McPhail and Erwee 2000;Lee 2008;Benmore 2016;Van Schalkwyk et al 2016). However, these understandings should not be taken at face value and belie the intricate layers of how power asserts itself at this level.…”