Understanding Residents' and Supervisors' Views on Developing Support–Autonomy Balance Through Supervision Methods in Postgraduate Dental Training: A Qualitative Study

IF 1.7 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education Pub Date : 2024-09-03 DOI:10.1111/eje.13036

Fatemeh Amir-Rad, Lisi Gordon

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引用次数: 0

Abstract

Background

Supervisors continuously need to decide when to provide clinical opportunities for unsupervised patient care to facilitate residents' development in the complex clinical learning context. The aim of this study is to explore residents' and supervisors' views and understanding of the influence of clinical supervision on affording a balanced support–autonomy from the cognitive apprenticeship (CA) theoretical lens.

Methods

Residents and supervisors, representing all disciplines, participated in five focus groups and four semi-structured individual interviews. Purposive and convenience sampling methods were used for recruiting participants. The reflexive thematic analysis approach was used for inductive data analysis.

Results

A total of 15 residents and 8 supervisors participated in this study. All agreed that CA teaching methods can be applied across all levels. Participants experienced changes in their supervision methods and supervisor–resident interactions at different levels of training. They related the selection of supervision to task-, resident- and supervisor-related factors. Learning facilitating factors in clinical learning environment were identified and suggestions to enrich residents' learning experiences were also reported.

Conclusion

The current study found that a one-size-fits-all paradigm may not be effective for clinical supervision. It contributes to our understanding of how the CA model may be used to guide supervisor behaviour and how such practices can be modified to residents' level of development and competencies.

Abstract Image

查看原文本刊更多论文

了解住院医师和督导员对在口腔医学研究生培训中通过督导方法发展支持-自主平衡的看法：定性研究。

背景：督导人员需要不断决定何时提供无督导的临床患者护理机会，以促进住院医师在复杂的临床学习环境中的发展。本研究旨在从认知学徒制（CA）的理论视角出发，探讨住院医师和督导对临床督导对提供平衡的支持-自主影响的看法和理解：代表所有学科的住院医师和督导参加了五个焦点小组和四次半结构化个人访谈。在招募参与者时采用了有目的抽样和便利抽样方法。采用反思性主题分析法进行归纳数据分析：共有 15 名住院医师和 8 名督导参与了本研究。所有参与者都认为，CA 教学法可适用于所有级别。在不同级别的培训中，参与者的督导方法和督导与住院医师之间的互动都发生了变化。他们将督导的选择与任务、住院医师和督导相关因素联系起来。研究还发现了临床学习环境中促进学习的因素，并提出了丰富住院医师学习经验的建议：本研究发现，"一刀切 "的模式对临床督导未必有效。本研究有助于我们了解如何利用 CA 模式指导督导员的行为，以及如何根据住院医师的发展水平和能力修改这些做法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Dental Education 医学-学科教育

CiteScore

4.10

自引率

16.70%

发文量

127

审稿时长

6-12 weeks

期刊介绍： The aim of the European Journal of Dental Education is to publish original topical and review articles of the highest quality in the field of Dental Education. The Journal seeks to disseminate widely the latest information on curriculum development teaching methodologies assessment techniques and quality assurance in the fields of dental undergraduate and postgraduate education and dental auxiliary personnel training. The scope includes the dental educational aspects of the basic medical sciences the behavioural sciences the interface with medical education information technology and distance learning and educational audit. Papers embodying the results of high-quality educational research of relevance to dentistry are particularly encouraged as are evidence-based reports of novel and established educational programmes and their outcomes.