Approaching Training-Practice Gaps After the Transition: A Practice Proposal for Supervision After Training.

Area of Science:

• Medical Education
• Health Professions Training
• Clinical Supervision

Background:

• Transitions between educational and clinical phases in health professions are often stressful and create significant gaps in readiness.
• Current strategies focus on preparing learners for the next phase, but these do not fully resolve inherent transitional challenges.
• Increased supervision for trainees, while enhancing patient safety, may hinder preparation for independent practice.

Purpose of the Study:

• To propose a novel approach for managing transitions in health professional training.
• To introduce a "supported autonomy tool" centered on discussing supervision levels for specific tasks.
• To alleviate stress and improve continued development during critical career junctures.

Main Methods:

• Focus on the transition process itself, reframing readiness as a need for appropriate supervision.
• Utilizing Entrustable Professional Activities (EPAs) to define discrete tasks and required supervision levels.
• Facilitating a dialogue between trainees/junior professionals and supervisors regarding supervision needs.

Main Results:

• The proposed method facilitates a clear agreement on supervision for defined tasks and periods.
• This approach addresses the question of "how much support is needed?" from both trainee and supervisor perspectives.
• Expected outcome is reduced stress and enhanced professional development post-transition.

Conclusions:

• The "supported autonomy tool" offers a structured way to manage supervision during transitions.
• This method can bridge the gap between supervised training and autonomous practice.
• Implementing this tool is anticipated to improve the experience and effectiveness of professional development in healthcare settings.