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Supervising trainees in research: what does it take to be a scholarly project supervisor?
Gary Cheung1, Susan Hatters Friedman1, Lillian Ng1
1Department of Psychological Medicine, The University of Auckland, Auckland, New Zealand.
Summary
This study details the essential role of research supervisors in guiding psychiatry trainees through scholarly projects (SPs). Effective supervision enhances trainee research interest and skills, crucial for psychiatric training.
Area of Science:
- Psychiatry training
- Medical education research
Background:
- Scholarly projects (SPs) are a mandatory requirement for psychiatry trainees in Australasia.
- The supervisor-trainee relationship is critical for successful SP completion.
Purpose of the Study:
- To outline the role and responsibilities of a research supervisor in supporting trainees with their scholarly projects.
- To identify key competencies and provide recommendations for effective research supervision.
Main Methods:
- Review of 10 old age and forensic psychiatry scholarly projects.
- Analysis of project aims, methodology, supervisor contributions, trainee tasks, and resources.
Main Results:
- Supervisor tasks encompass guidance on study design, ethics, critical appraisal, data analysis, academic writing, and publication.
- Supervision can significantly foster trainees' engagement with research.
Conclusions:
- Effective research supervision is vital for psychiatry trainees' scholarly projects.
- Recommendations are provided for enhancing supervisor support and training to optimize trainee research experiences.
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