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Understanding how residents' preferences for supervisory methods change throughout residency training: a
Francisco Olmos-Vega1,2, Diana Dolmans3, Jeroen Donkers4
1Pontificia Universidad Javeriana, Carrera 7 # 40-62, Bogotá, Colombia. Olmos.francisco@gmail.com.
BMC Medical Education
|October 18, 2015
Summary
Clinical supervision should adapt teaching methods to resident experience. Junior residents prefer supervisor-led learning, while seniors favor independent exploration, highlighting the need for tailored Cognitive Apprenticeship strategies.
Area of Science:
- Medical Education
- Clinical Supervision
- Cognitive Apprenticeship
Background:
- Supervisors face a challenge balancing resident independence with patient safety.
- Residents' preferences for teaching methods based on training level are underexplored.
Purpose of the Study:
- To investigate junior, intermediate, and senior residents' preferred teaching methods within the Cognitive Apprenticeship (CA) model.
- To understand the reasons behind these preferences and how they vary by training level.
Main Methods:
- Surveyed 301 residents from Javeriana University's residency programs.
- Utilized the Maastricht Clinical Teaching Questionnaire (MCTQ) based on CA methods.
- Assessed residents' ratings of teaching method importance and stated preferences.
Main Results:
- All 215 respondents found CA methods important, irrespective of training level.
- Junior and intermediate residents preferred supervisor-directed methods (modeling, coaching).
- Senior residents favored resident-directed methods (exploration, articulation).
Conclusions:
- Clinical supervision (CS) must adapt CA teaching methods to resident development stages.
- Supervision should shift from supervisor-directed to resident-directed approaches as training progresses.
- Continuous CS is essential, with gradually increasing resident autonomy.
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