Effects of coaching supervision, mentoring supervision and abusive supervision on talent development among trainee doctors in public hospitals: moderating role of clinical learning environment.
BACKGROUND
Effective talent development requires robust supervision. However, the effects of supervisory styles (coaching, mentoring and abusive supervision) on talent development and the moderating effects of clinical learning environment in the relationship between supervisory styles and talent development among public hospital trainee doctors have not been thoroughly researched. In this study, we aim to achieve the following, (1) identify the extent to which supervisory styles (coaching, mentoring and abusive supervision) can facilitate talent development among trainee doctors in public hospital and (2) examine whether coaching, mentoring and abusive supervision are moderated by clinical learning environment in predicting talent development among trainee doctors in public hospital.


METHODS
A questionnaire-based critical survey was conducted among trainee doctors undergoing housemanship at six public hospitals in the Klang Valley, Malaysia. Prior permission was obtained from the Ministry of Health Malaysia to conduct the research in the identified public hospitals. The survey yielded 355 responses. The results were analysed using SPSS 20.0 and SEM with AMOS 20.0.


RESULTS
The findings of this research indicate that coaching and mentoring supervision are positively associated with talent development, and that there is no significant relationship between abusive supervision and talent development. The findings also support the moderating role of clinical learning environment on the relationships between coaching supervision-talent development, mentoring supervision-talent development and abusive supervision-talent development among public hospital trainee doctors. Overall, the proposed model indicates a 26 % variance in talent development.


CONCLUSIONS
This study provides an improved understanding on the role of the supervisory styles (coaching and mentoring supervision) on facilitating talent development among public hospital trainee doctors. Furthermore, this study extends the literature to better understand the effects of supervisory styles on trainee doctors' talent development are contigent on the trainee doctors' clinical learning environment. In summary, supervisors are stakeholders with the responsibility of facilitating learning conditions that hold sufficient structure and support to optimise the trainee doctors learning.
Department of Professional Development & Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia, 43400, Serdang, Selangor, Malaysia. anusuiya.vs@gmail.com.|Faculty of Business & Management, Asia Pacific University of Technology & Innovation (APU), Technology Park Malaysia, Bukit Jalil, 57000, Kuala Lumpur, Malaysia. anusuiya.vs@gmail.com.
Anusuiya
A
Subramaniam
Department of Professional Development & Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia, 43400, Serdang, Selangor, Malaysia. abudaud.silong@gmail.com.
Abu Daud
AD
Silong
Department of Defence Human Resource Management, Faculty of Defence Studies & Management, Universiti Pertahanan Malaysia, Kem Sungai Besi, 57000, Kuala Lumpur, Malaysia. jegakuli@gmail.com.
Jegak
J
Uli
Department of Professional Development & Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia, 43400, Serdang, Selangor, Malaysia. ismilina@hotmail.com.
Ismi Arif
IA
Ismail
D001291:Attitude of Health Personnel; D058445:Bullying; D002983:Clinical Competence / Q000592:standards*; D006779:Hospitals, Public / Q000458:organization & administration*; D006801:Humans; D007318:Inservice Training / Q000379:methods*; D007400:Interprofessional Relations; D008296:Malaysia; D008505:Medical Staff, Hospital / Q000193:education* / Q000458:organization & administration / Q000523:psychology; D008611:Mentors; D012931:Social Environment; D000067570:Social Learning; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods / Q000592:standards