Defining a Supportive Teaching Climate for Clinical Supervisors in Residency Training

Area of Science:

• Medical Education Research
• Qualitative Health Research

Background:

• Understanding clinical supervisor needs is vital for effective postgraduate medical education.
• The theoretical construct of teaching climate offers a new lens for this understanding.

Purpose of the Study:

• To explore and define the requirements for clinical supervisors to excel in their teaching roles.
• To operationalize the teaching climate construct within postgraduate medical education.

Main Methods:

• A constructivist interpretative phenomenological approach was employed.
• Individual interviews and focus group discussions were conducted with program directors and clinical supervisors in the Netherlands.
• Data were analyzed using iterative and axial coding.

Main Results:

• Six key themes emerged regarding clinical supervisors' needs: social cohesion, individual resources, resident dialogue, teaching team strength, administrative support, and work-life balance.
• Social cohesion was identified as a central element, mediating other identified needs.
• Program directors had specific resource requirements distinct from supervisors.

Conclusions:

• Clinical supervisors require a supportive work environment characterized by social cohesion and organizational acknowledgment.
• A collective effort from all stakeholders is essential for high-quality resident training.
• The teaching climate construct can guide the development of targeted support strategies for clinical supervisors.