Understanding Residents' and Supervisors' Views on Developing Support-Autonomy Balance Through Supervision Methods in...

Area of Science:

• Medical Education
• Professional Development
• Cognitive Apprenticeship Theory

Background:

• Supervisors must determine when residents are ready for unsupervised patient care.
• Clinical learning environments present complex challenges for resident development.

Purpose of the Study:

• To explore residents' and supervisors' perspectives on clinical supervision.
• To understand how clinical supervision influences the balance of support and autonomy.
• To apply the cognitive apprenticeship (CA) theoretical lens to clinical supervision.

Main Methods:

• Conducted five focus groups and four semi-structured interviews.
• Included residents and supervisors from all disciplines.
• Utilized reflexive thematic analysis for data analysis.

Main Results:

• Cognitive apprenticeship (CA) teaching methods are applicable across all training levels.
• Supervision methods and interactions evolve with resident training levels.
• Factors influencing supervision include task, resident, and supervisor characteristics.

Conclusions:

• A standardized approach to clinical supervision is ineffective.
• The cognitive apprenticeship (CA) model can guide supervisor behavior.
• Supervision practices should be adapted to individual resident competency and development.