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Developing a training program to improve supervisor-resident relationships, step 1: defining the types of issues.
J Sinai1, R G Tiberius, J de Groot
1Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. j.sinai@utoronto.ca
Teaching and Learning in Medicine
|April 17, 2001
Summary
The supervisor-resident relationship significantly impacts learning effectiveness. Identifying factors like communication and feedback issues can improve teaching quality in psychiatry residency programs.
Area of Science:
- Medical Education
- Psychiatry Training
- Qualitative Research
Background:
- Teacher-learner relationships are critical to educational effectiveness, accounting for significant variance.
- Despite their importance, these relationships are underrepresented in educational research.
Purpose of the Study:
- To identify factors within the supervisor-resident dynamic that impede learning.
- Focus on psychiatry residents at the University of Toronto.
Main Methods:
- Qualitative pilot study involving interviews with residents and supervisors.
- Explored interactions that positively or negatively affected learning.
Main Results:
- Identified 5 key issue categories: goals/differences, communication/feedback, power/rivalry, support/collegiality, and role modeling/expertise.
- Categories validated through anonymous supervisor evaluation feedback.
Conclusions:
- Understanding interpersonal dynamics is crucial for enhancing teaching effectiveness.
- Recognizing hindering factors can lead to improved supervisory relationships and learning outcomes.