A framework for effective training for supervisors.
The purpose of this paper is to identify the key theoretical and empirical considerations that should underpin effective training for supervisors. Decisions about the content of training courses are complex because there is no appropriate model of supervision in medicine. This paper argues that, in the absence of an explanatory model, effective training for supervisors should be based on existing relevant understandings about learning processes and models of supervision, together with relevant empirical data. It explores some useful models of supervision, considers helpful aspects of theories about learning from experience and identifies some relevant empirical findings to identify some key theoretical and empirical considerations that should underpin effective training for supervisors. This paper offers a framework, derived from both empirical and theoretical work, to guide the content of effective supervision training courses. It does not prescribe structure or organization of training but suggests a basis for devising specific courses for response to local needs.
Kilminster
Sue
S
Medical Education Unit, School of Medicine, University of Leeds, Leeds, UK. s.kilminster@leeds.ac.uk
Jolly
Brian
B
van der Vleuten
C P M
CP
D004502:Education, Medical, Continuing; D006801:Humans; D007318:Inservice Training / Q000592:standards*; D007858:Learning; D008485:Medical Audit; D009426:Netherlands; D010559:Personnel Management / Q000592:standards; D008486:Physician Executives / Q000193:education* / Q000592:standards