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Training supervision as a separate faculty role

J F Borus, J E Groves

    The American Journal of Psychiatry
    |October 1, 1982
    PubMed
    Summary
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    This study explores faculty-resident training supervision, a key relationship for professional development. It highlights the supervisor

    Area of Science:

    • Medical Education
    • Professional Development
    • Residency Training

    Background:

    • Training supervision is a crucial, non-clinical relationship between faculty and residents.
    • This relationship focuses on the resident's long-term professional growth throughout their training.
    • The described program involves monthly meetings over a three-year residency.

    Purpose of the Study:

    • To define the role of a training supervisor as a supportive, non-evaluative senior colleague.
    • To examine the evolution of the training supervision concept in medical education.
    • To identify and address potential role conflicts for training supervisors.

    Main Methods:

    • The study describes a specific training supervision program.
    • It involves monthly meetings between faculty supervisors and residents.

    Related Experiment Videos

  • Resident and faculty evaluations were collected and analyzed.

    • Main Results:

    • The training supervisor acts as an advisor, orienting residents and reviewing progress.
    • Potential role conflicts were explored, considering supervisors' other roles.
    • Both positive and negative resident and faculty feedback on the program was gathered.

    Conclusions:

    • Training supervision is a valuable component of resident professional development.
    • Clear definition and management of supervisor roles are essential.
    • Program evaluations provide insights for optimizing training supervision.