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What do paediatric trainees require from their clinical supervisors?

Stefan Kutzsche1, Hildegunn Kutzsche, Tim Dornan

  • 1Department of Neonatal Intensive Care, Oslo University Hospital, Ulleval, Oslo, Norway; Faculty of Medicine and Life Sciences, School of Health Professionals Education, University of Maastricht, Maastricht, The Netherlands.

Acta Paediatrica (Oslo, Norway : 1992)
|December 12, 2013
PubMed
Summary
This summary is machine-generated.

Pediatric trainees desire structured supervision, including negotiated goals and multifaceted guidance. Effective clinical supervisors foster reflection and connect theory with practical application for better medical education.

Keywords:
clinical trainingethical thinkingmedical educationreflective learningsupervision

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Area of Science:

  • Medical Education
  • Pediatrics
  • Supervisory Practice

Background:

  • Clinical supervisors are crucial for medical trainee education, academic development, and professional attitude formation.
  • Ensuring satisfactory education and academic orientation is a key responsibility of clinical supervisors.
  • Developing professional attitudes in trainees is a primary objective of clinical supervision.

Purpose of the Study:

  • To explore pediatric trainees' perspectives on optimal clinical supervision.
  • To identify how clinical supervisors can best support trainee education and development.
  • To understand trainee expectations for effective supervisory relationships.

Main Methods:

  • In-depth interviews were conducted with seven pediatric trainees at a university hospital.
  • Template analysis was used to examine transcribed interview data.
  • The study explored trainee expectations and desired changes in supervision.

Main Results:

  • Trainees emphasized the need for initial negotiation of supervisory structure and time utilization.
  • They desired stimulating, multifaceted guidance and encouragement from supervisors.
  • Support for a reflective approach linking theory with practice was highly valued.

Conclusions:

  • Clinical supervisors should support trainees in adopting a reflective approach to practical work.
  • Supervisors play a key role in helping trainees bridge theoretical knowledge and applied learning.
  • Optimizing the supervisory relationship enhances the quality of pediatric medical education.