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Related Experiment Videos

A framework for effective training for supervisors.

Sue Kilminster1, Brian Jolly, C P M van der Vleuten

  • 1Medical Education Unit, School of Medicine, University of Leeds, Leeds, UK. s.kilminster@leeds.ac.uk

Medical Teacher
|August 24, 2002
PubMed
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Effective supervisor training in medicine requires a framework based on learning theories and empirical data, especially without a universal supervision model. This approach guides content development for practical, needs-based training programs.

Area of Science:

  • Medical Education
  • Supervision Theory
  • Adult Learning

Background:

  • Effective supervisor training is crucial for medical education.
  • Current training lacks a standardized model, leading to complex content decisions.
  • Existing approaches do not fully integrate theoretical and empirical considerations.

Purpose of the Study:

  • To identify key theoretical and empirical considerations for effective supervisor training.
  • To propose a framework for guiding the content of supervisor training courses.
  • To address the complexity of training content in the absence of a definitive supervision model.

Main Methods:

  • Literature review of learning theories and supervision models.
  • Analysis of relevant empirical data on supervision.

Related Experiment Videos

  • Synthesis of theoretical and empirical findings to develop a framework.

    • Main Results:

    • Identified key theoretical considerations from learning processes and supervision models.
    • Highlighted relevant empirical findings to inform training content.
    • Developed a framework integrating theory and evidence for supervisor training.

    Conclusions:

    • Supervisor training should be grounded in established learning principles and empirical evidence.
    • A framework derived from theory and data can guide the development of effective training.
    • The proposed framework supports the creation of adaptable, locally relevant training programs.