Author: Diley I and Rodrigues V.C Publication Year: 2015
Summary: Models of supervision vary across regional training programmes in The UK. In this study registrars were surveyed on their expectations for the supervision relationship as part of a new model of supervision for public health specialty registrars in the East of England.
Description: Background: Expectations for the roles and responsibilities of educational and clinical supervisors are set out in General Medical Council and Health Education England guidance documents. Models of supervision vary across regional training programmes in The UK. Registrars were surveyed on their expectations for the supervision relationship as part of a new model of supervision for public health specialty registrars in the East of England.

Methods: Registrars were asked to complete an online survey to comment on key areas of the supervision relationship such as operational issues, expectations of the educational supervisor role, registrar responsibilities in the supervision process, and expectations of the relationships between educational and clinical supervisors and the registrar.

Results: Fifteen of the 43 registrars in the region responded to the survey. Educational supervisor responsibilities cited by respondents were sign-off of learning outcomes, review of educational progress and feedback, and assistance with identifying new learning opportunities, within and outside the workplace settings. The value of pastoral support, support with conflict resolution, and the importance of consistency among supervisors across the region was also cited.

Conclusion: There is a wide variation in registrar expectations of educational (and clinical) supervisor roles, potentially related to registrar seniority and competence progression. Expectations include pastoral support and guidance for personal development, in addition to supervision of training progress. Though it is acknowledged that individual relationships are built mutually by supervisors and registrars, registrars need to own the supervision process to drive trainee-led training. There is a need for consistency in approach to assessment and sign-off of learning outcomes by supervisors.

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