Becoming a general practice supervisor: A longitudinal multi‐case study exploring key supportive factors.
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| Title: | Becoming a general practice supervisor: A longitudinal multi‐case study exploring key supportive factors. |
|---|---|
| Authors: | Garth, Belinda1,2 (AUTHOR) belinda.garth@monash.edu, Kirby, Catherine3 (AUTHOR), Nestel, Debra4,5 (AUTHOR), Brown, James2,6 (AUTHOR) |
| Source: | Clinical Teacher. Aug2024, Vol. 21 Issue 4, p1-9. 9p. |
| Subject Terms: | *Longitudinal method, *Time management, Clinical supervision, Supervisors, General practitioners, Administrative assistants |
| Abstract: | Introduction: Supervision of trainees in the health care professions is recognised internationally as core to safe and effective patient care. A supervisor workforce in general practice (GP) is critical to the profession and to the communities where they work and can be demanding as general practitioners incorporate workplace‐based education and support of their trainees into their daily consulting work. Little is known about how this is experienced by new supervisors; therefore, this research sought to understand factors that play a significant role in the first semester of becoming a supervisor. Methods: An exploratory multi‐case study design was used; new general practice supervisors were the unit of analysis. Four data sources were captured longitudinally: semi‐structured interviews at the beginning and end of the semester, audio diaries throughout and a mid‐semester focus group. Template analysis was used, sensitised by a community of practice theoretical framework. Results: Seven new supervisors participated. Five interdependent key factors played a significant role in general practitioners becoming supervisors: (1) making meaning of the role, (2) reconciling multiple roles, (3) building a relationship with the trainee, (4) receiving support from the training practice and the training programme and (5) joining peer communities of new and experienced supervisors. Conclusion: Becoming a general practice supervisor is situated in the context of a workplace delivering clinical services, a training programme and personal life circumstances. It can be challenging and rewarding. Insufficient support may result in unintended attrition. Learning in this role is facilitated by enabling the new supervisor to find meaning in the role; structured allocation of time to engage effectively; a positive trainee–supervisor relationship; administrative support by practices; information, advice and remuneration from the training programme; and interactions with new and experienced supervisor peers. [ABSTRACT FROM AUTHOR] |
| Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 178296820 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Becoming a general practice supervisor: A longitudinal multi‐case study exploring key supportive factors. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Garth%2C+Belinda%22">Garth, Belinda</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> belinda.garth@monash.edu</i><br /><searchLink fieldCode="AR" term="%22Kirby%2C+Catherine%22">Kirby, Catherine</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nestel%2C+Debra%22">Nestel, Debra</searchLink><relatesTo>4,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Brown%2C+James%22">Brown, James</searchLink><relatesTo>2,6</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Aug2024, Vol. 21 Issue 4, p1-9. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Time+management%22">Time management</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+supervision%22">Clinical supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisors%22">Supervisors</searchLink><br /><searchLink fieldCode="DE" term="%22General+practitioners%22">General practitioners</searchLink><br /><searchLink fieldCode="DE" term="%22Administrative+assistants%22">Administrative assistants</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Introduction: Supervision of trainees in the health care professions is recognised internationally as core to safe and effective patient care. A supervisor workforce in general practice (GP) is critical to the profession and to the communities where they work and can be demanding as general practitioners incorporate workplace‐based education and support of their trainees into their daily consulting work. Little is known about how this is experienced by new supervisors; therefore, this research sought to understand factors that play a significant role in the first semester of becoming a supervisor. Methods: An exploratory multi‐case study design was used; new general practice supervisors were the unit of analysis. Four data sources were captured longitudinally: semi‐structured interviews at the beginning and end of the semester, audio diaries throughout and a mid‐semester focus group. Template analysis was used, sensitised by a community of practice theoretical framework. Results: Seven new supervisors participated. Five interdependent key factors played a significant role in general practitioners becoming supervisors: (1) making meaning of the role, (2) reconciling multiple roles, (3) building a relationship with the trainee, (4) receiving support from the training practice and the training programme and (5) joining peer communities of new and experienced supervisors. Conclusion: Becoming a general practice supervisor is situated in the context of a workplace delivering clinical services, a training programme and personal life circumstances. It can be challenging and rewarding. Insufficient support may result in unintended attrition. Learning in this role is facilitated by enabling the new supervisor to find meaning in the role; structured allocation of time to engage effectively; a positive trainee–supervisor relationship; administrative support by practices; information, advice and remuneration from the training programme; and interactions with new and experienced supervisor peers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/tct.13738 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 1 Subjects: – SubjectFull: Longitudinal method Type: general – SubjectFull: Time management Type: general – SubjectFull: Clinical supervision Type: general – SubjectFull: Supervisors Type: general – SubjectFull: General practitioners Type: general – SubjectFull: Administrative assistants Type: general Titles: – TitleFull: Becoming a general practice supervisor: A longitudinal multi‐case study exploring key supportive factors. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Garth, Belinda – PersonEntity: Name: NameFull: Kirby, Catherine – PersonEntity: Name: NameFull: Nestel, Debra – PersonEntity: Name: NameFull: Brown, James IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 17434971 Numbering: – Type: volume Value: 21 – Type: issue Value: 4 Titles: – TitleFull: Clinical Teacher Type: main |
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