A mixed-methods study of the experience of GP educational supervisors

Quality supervision in the clinical learning environment is known to improve future quality of patient care by graduates of that training. The support required by supervisors is not well documented.

To conduct a needs assessment of educational supervisors (ESs) on the GP training programme.

This was a mixed methods study conducted among the trainer population in the West of Scotland region.

The instrument development mixed methods model was used to design a questionnaire for a whole population survey. These collected quantitative and qualitative data were analysed in a way that triangulated and expanded the data.

One hundred and sixteen ESs (37%) responded and cited time pressures, trainee variation, and professional assessment demands as the biggest challenges to providing quality supervision. Less than half of responders felt they had sufficient time for clinical supervision in the working day. Trainees with additional needs require extra support, a third of ESs did not have sufficient time for pastoral care of their trainee, and the professional assessment burden may have a detrimental effect on the apprenticeship model of GP training. Suggestions for better support were made.

With increasing demands on time, an increased trainer workload and an increase in the number of trainees with more variable needs, the willingness of GPs to become ESs may be reaching a tipping point. This research identified areas for targeting support, but also recommended review of some of the structures of GP training in order to retain quality GP supervision in GP training.