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GP supervisors' experience in supporting self-regulated learning: a balancing act.

Margaretha H Sagasser1, Anneke W M Kramer, Chris van Weel

  • 1Department of Primary and Community Care, Radboud University Nijmegen Medical Centre, ELG 117, Postbus 9101, 6500 HB, Nijmegen, The Netherlands, greetje.sagasser@radboudumc.nl.

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Summary
This summary is machine-generated.

Supervisors adapt coaching to support self-regulated learning in general practitioner trainees, balancing trainee needs with patient safety. Supervisor beliefs and training significantly impact their effectiveness in this crucial professional development role.

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Area of Science:

  • Medical Education
  • Professional Development
  • General Practice Training

Background:

  • Self-regulated learning (SRL) is vital for lifelong learning but often requires support.
  • Previous research highlighted trainee experiences of supervisor support variation.
  • This study explores supervisors' perspectives on supporting SRL in GP trainees.

Purpose of the Study:

  • To understand how supervisors perceive the self-regulated learning of postgraduate GP trainees.
  • To examine the supervisors' role in fostering trainee SRL.
  • To identify factors that aid or impede supervisors in their role.

Main Methods:

  • Qualitative study utilizing a phenomenological approach.
  • Interviews conducted with 20 supervisors of postgraduate general practice trainees (first- and third-year).

Main Results:

  • Supervisors recognized and adapted to trainee SRL needs, sometimes experiencing conflicting emotions.
  • Supervisors' beliefs about roles and educational interventions influenced their support.
  • Patient safety, entrustment, supervisor training, peer collaboration, and practice demands affected supervision.

Conclusions:

  • Supervisors actively tailor coaching to trainee SRL, with patient safety and entrustment being central.
  • Supervisor beliefs and the importance of training for awareness and skill development are key.
  • Findings are relevant to broader medical education, emphasizing the supervisor's role in professional development.