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Supervising high-performing registrars requires tailored strategies. Effective teaching involves contextualizing knowledge with experience, providing intellectual challenges, and offering specific feedback for continuous development in general practice.

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Area of Science:

  • Medical Education
  • General Practice Training
  • Supervisory Strategies

Background:

  • Limited literature exists on supervising high-performing registrars, contrasting with extensive research on underperforming learners.
  • Outstanding trainees present unique challenges for supervisors due to their advanced knowledge and skills.

Purpose of the Study:

  • To explore effective strategies for supervising and teaching highly performing registrars in general practice.
  • To identify methods for optimizing the learning experience of advanced trainees.

Main Methods:

  • A narrative review and discussion of existing literature and expert opinion.
  • Synthesis of findings to propose actionable supervisory approaches.

Main Results:

  • A learning-needs analysis is crucial for all trainees, including high performers.
  • Effective supervision involves contextualizing clinical knowledge with experience, fostering intellectual challenges, and providing constructive feedback.
  • Creating a stimulating learning environment is essential for advanced registrars.

Conclusions:

  • Opportunities exist to further develop high-performing registrars in all general practice domains, including communication, patient care, applied skills, population health, professionalism, and legal aspects.
  • Specific teaching strategies include role-play, video-consultation review, random case analysis, hypothetical scenarios, role modeling, and peer teaching.