Sagasser Margaretha H, Kramer Anneke W M, van Weel Chris, van der Vleuten Cees P M
Department of Primary and Community Care, Radboud University Nijmegen Medical Centre, ELG 117, Postbus 9101, 6500 HB, Nijmegen, The Netherlands,
Adv Health Sci Educ Theory Pract. 2015 Aug;20(3):727-44. doi: 10.1007/s10459-014-9561-1. Epub 2014 Oct 15.
Self-regulated learning is essential for professional development and lifelong learning. As self-regulated learning has many inaccuracies, the need to support self-regulated learning has been recommended. Supervisors can provide such support. In a prior study trainees reported on the variation in received supervisor support. This study aims at exploring supervisors' perspectives. The aim is to explore how supervisors experience self-regulated learning of postgraduate general practitioners (GP) trainees and their role in this, and what helps and hinders them in supervising. In a qualitative study using a phenomenological approach, we interviewed 20 supervisors of first- and third-year postgraduate GP trainees. Supervisors recognised trainee activity in self-regulated learning and adapted their coaching style to trainee needs, occasionally causing conflicting emotions. Supervisors' beliefs regarding their role, trainees' role and the usefulness of educational interventions influenced their support. Supervisors experienced a relation between patient safety, self-regulated learning and trainee capability to learn. Supervisor training was helpful to exchange experience and obtain advice. Supervisors found colleagues helpful in sharing supervision tasks or in calibrating judgments of trainees. Busy practice occasionally hindered the supervisory process. In conclusion, supervisors adapt their coaching to trainees' self-regulated learning, sometimes causing conflicting emotions. Patient safety and entrustment are key aspects of the supervisory process. Supervisors' beliefs about their role and trainees' role influence their support. Supervisor training is important to increase awareness of these beliefs and the influence on their behaviour, and to improve the use of educational instruments. The results align with findings from other (medical) education, thereby illustrating its relevance.
自我调节学习对于专业发展和终身学习至关重要。由于自我调节学习存在许多不准确之处，因此有人建议需要支持自我调节学习。督导人员可以提供这种支持。在之前的一项研究中，实习生报告了所获得的督导支持的差异。本研究旨在探讨督导人员的观点。目的是探究督导人员如何体验研究生全科医生（GP）实习生的自我调节学习以及他们在其中的作用，以及在督导过程中哪些因素对他们有帮助或阻碍。在一项采用现象学方法的定性研究中，我们采访了20位一年级和三年级研究生GP实习生的督导人员。督导人员认可实习生在自我调节学习中的活动，并根据实习生的需求调整他们的指导风格，这偶尔会引发矛盾情绪。督导人员对自己的角色、实习生的角色以及教育干预措施的有用性的信念影响了他们的支持。督导人员体验到患者安全、自我调节学习与实习生学习能力之间的关系。督导培训有助于交流经验并获得建议。督导人员发现同事在分担督导任务或校准对实习生的判断方面很有帮助。繁忙的工作有时会阻碍督导过程。总之，督导人员会根据实习生的自我调节学习调整他们的指导，有时会引发矛盾情绪。患者安全和委托是督导过程的关键方面。督导人员对自己角色和实习生角色的信念会影响他们的支持。督导培训对于提高对这些信念及其对行为的影响的认识，以及改善教育工具的使用非常重要。研究结果与其他（医学）教育的研究结果一致，从而说明了其相关性。
