A mixed methods study of the experience of GP educational supervisors.

Abstract

Background: Quality supervision in the clinical learning environment is known to improve future quality of patient care by graduates of that training. Supports required by supervisors are not well documented.

Aim: To conduct a needs assessment of educational supervisors (ESs) on the GP training programme.

Design & setting: This is a mixed methods study conducted among the trainer population in the West of Scotland Region.

Method: The instrument development mixed methods model was used to design a questionnaire for a whole population survey. This collected quantitative and qualitative data which were analysed in a way which triangulated and expanded the data.

Results: 116 educational supervisors (37%) responded, and cited time pressures, trainee variation, and professional assessment demands as the biggest challenges to providing quality supervision. Less than half of respondents felt they had sufficient time for clinical supervision in the working day. Trainees with additional needs require extra support, a third of ESs do not have sufficient time for pastoral care of their trainee, and the professional assessment burden may have a detrimental effect on the apprenticeship model of GP training. Suggestions for better support are made.

Conclusion: With increasing demands on time, an increased trainer workload and an increase in the number of trainees with more variable needs, the willingness of GPs to become ESs may be reaching a tipping point. This research identifies areas for targeting support, but also recommends review of some of the structures of GP training in order to retain quality GP supervision in GP training.