Educational supervision in internal medicine residency training - a scoping review.
Educational supervision
Internal medicine
Medical education
Postgraduate training
Residents
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
07 Sep 2023
07 Sep 2023
Historique:
received:
14
09
2022
accepted:
29
08
2023
medline:
11
9
2023
pubmed:
8
9
2023
entrez:
7
9
2023
Statut:
epublish
Résumé
Although supervision is an important part of residency training, its scope and how it relates to other types of support, such as mentoring, precepting and feedback, remain unclear. While clinical supervision consists of ongoing instructions and feedback in the workplace setting, educational supervision is a formalized component of postgraduate medical educational and supports the process that facilitates a trainee's progression throughout their training. Since medical specialties have different supervisory traditions, this study focuses on educational supervision in internal medicine. Our aim was to investigate what is known about educational supervision practices in internal medicine and the role of educational supervision in supporting residents' learning. We conducted a scoping review of the literature on educational supervision in residency training in internal medicine based on Levac et al.'s modification of Arksey and O'Malley's six-step framework. The literature search was performed in the following databases: Medline, Embase, Web of Science and the Educational Resources Information Center. In addition, we conducted a handsearch in Medical Teacher and Google Scholar. We followed the PRISMA guidelines for systematic research. Eighteen of the 3,284 identified articles were included in the analysis. We found few empirical studies describing how educational supervision is conducted and what effect routine educational supervision has on residents' learning. Our findings suggest that the terminology can be confusing and that educational supervision practices in internal medicine has a weak theoretical foundation. The distinction between educational supervision and other support structures, such as mentoring and feedback, has not been clearly defined in the research literature. We argue that shared terminology is needed to better understand current educational practices and to facilitate clear communication about how to help residents learn.
Sections du résumé
BACKGROUND
BACKGROUND
Although supervision is an important part of residency training, its scope and how it relates to other types of support, such as mentoring, precepting and feedback, remain unclear. While clinical supervision consists of ongoing instructions and feedback in the workplace setting, educational supervision is a formalized component of postgraduate medical educational and supports the process that facilitates a trainee's progression throughout their training. Since medical specialties have different supervisory traditions, this study focuses on educational supervision in internal medicine. Our aim was to investigate what is known about educational supervision practices in internal medicine and the role of educational supervision in supporting residents' learning.
METHODS
METHODS
We conducted a scoping review of the literature on educational supervision in residency training in internal medicine based on Levac et al.'s modification of Arksey and O'Malley's six-step framework. The literature search was performed in the following databases: Medline, Embase, Web of Science and the Educational Resources Information Center. In addition, we conducted a handsearch in Medical Teacher and Google Scholar. We followed the PRISMA guidelines for systematic research.
RESULTS
RESULTS
Eighteen of the 3,284 identified articles were included in the analysis. We found few empirical studies describing how educational supervision is conducted and what effect routine educational supervision has on residents' learning. Our findings suggest that the terminology can be confusing and that educational supervision practices in internal medicine has a weak theoretical foundation.
CONCLUSION
CONCLUSIONS
The distinction between educational supervision and other support structures, such as mentoring and feedback, has not been clearly defined in the research literature. We argue that shared terminology is needed to better understand current educational practices and to facilitate clear communication about how to help residents learn.
Identifiants
pubmed: 37679738
doi: 10.1186/s12909-023-04629-y
pii: 10.1186/s12909-023-04629-y
pmc: PMC10486128
doi:
Types de publication
Systematic Review
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
644Informations de copyright
© 2023. BioMed Central Ltd., part of Springer Nature.
Références
Kilminster S, Cottrell D, Grant J, Jolly B. AMEE Guide No. 27: effective educational and clinical supervision. Med Teach. 2007;29(1):2–19.
doi: 10.1080/01421590701210907
Patel P. An evaluation of the current patterns and practices of educational supervision in postgraduate medical education in the UK. Perspect Med Educ. 2016;5(4):205–14.
doi: 10.1007/S40037-016-0280-6
Launer J. Supervision, mentoring, and coaching. In: Swanwick T, Forrest K, O’Brien B, editors. Understanding Medical Education. 3rd ed. Oxford: Wiley Blackwell; 2018. pp. 179–90.
doi: 10.1002/9781119373780.ch13
Kilminster SM, Jolly BC. Effective supervision in clinical practice settings: a literature review. Med Educ. 2000;34(10):827–40.
doi: 10.1046/j.1365-2923.2000.00758.x
Passi V. The importance of mentoring during educational supervision. Perspect Med Educ. 2016;5(4):195–6.
doi: 10.1007/S40037-016-0291-3
Lloyd BW, Becker D. Paediatric specialist registrars’ views of educational supervision and how it can be improved: a questionnaire study. J R Soc Med. 2007;100(8):375–8.
Tasker F, Newbery N, Burr B, Goddard AF. Survey of core medical trainees in the United Kingdom 2013 – inconsistencies in training experience and competing with service demands. Clin Med (Lond). 2014;14(2):149–56.
doi: 10.7861/clinmedicine.14-2-149
Milne DL, Watkins CE Jr. Defining and understanding clinical supervision: a functional approach. In: Watkins CE, Milne DL, editors. The Wiley international handbook of clinical supervision. Chichester: Wiley; 2014. pp. 3–19.
Kennedy TJ, Lingard L, Baker GR, Kitchen L, Regehr G. Clinical oversight: conceptualizing the relationship between supervision and safety. J Gen Intern Med. 2007;22(8):1080–5.
doi: 10.1007/s11606-007-0179-3
Feinmann R. Why do education supervision? Morecambe Bay Medical Journal. 1999;3(5):156–9.
doi: 10.48037/mbmj.v3i5.580
Evans CS. How to be an educational supervisor. In: Cooper N, Forrest K, editors. Essential guide to educational supervision in postgraduate medical education. Oxford: Wiley-Blackwell; 2009. pp. 1–11.
Kilminster S, Cottrell D. Educational supervision. In: Walsh K, editor. The Oxford Textbook of Medical Education. Oxford: OUP; 2013. p.257 – 64.
Henry-Noel N, Bishop M, Gwede CK, Petkova E, Szumacher E. Mentorship in Medicine and Other Health Professjons. J Canc Educ. 2019;34:629–37.
doi: 10.1007/s13187-018-1360-6
Landreville J, Cheung W, Frank J, Richardson D. A definition for coaching in medical education. Can Med Educ J. 2019;10(4):109–10.
doi: 10.36834/cmej.68713
Rele K, Tarrant CJ. Educational supervision appropriate for psychiatry trainee’s needs. Acad Psychiatry. 2010;34(3):229–32.
doi: 10.1176/appi.ap.34.3.229
Tan L, Teunissen P, Lim W, Mok V, Yap H. The conceptualisation of educational supervision in a National Psychiatry Residency Training Program. Asia Pac Scholar. 2022;7:66–75.
doi: 10.29060/TAPS.2022-7-1/OA2521
Munn Z, Peters MDJ, Stern C, Tufanaru C, McArthur A, Aromataris E. Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Med Res Methodol. 2018;18(1):143.
doi: 10.1186/s12874-018-0611-x
Arksey H, O’Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodol. 2005;8(1):19–32.
doi: 10.1080/1364557032000119616
Levac D, Colquhoun H, O’Brien KK. Scoping studies: advancing the methodology. Implement Sci. 2010;5(1):69.
doi: 10.1186/1748-5908-5-69
Peterson J, Pearce PF, Ferguson LA, Langford CA. Understanding scoping reviews: definition, purpose, and process. J Am Association Nurse Practitioners. 2017;29(1):12–6.
doi: 10.1002/2327-6924.12380
Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ. 2021;372:n71.
doi: 10.1136/bmj.n71
Panayiotou BN, Fotherby MD. Junior hospital doctors’ views on their training in the UK. Postgrad Med J. 1996;72(851):547–50.
doi: 10.1136/pgmj.72.851.547
Lycke KH, Hoftvedt BO, Holm HA. Training educational supervisors in Norway. Med Teach. 1998;20(4):337–40.
doi: 10.1080/01421599880760
Schön DA. Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass; 1987. pp. xvii–355.
Webb KL, Bullock A, Groves C, Saayman AG. A mixed-methods evaluation of the Educational Supervision Agreement for Wales. BMJ Open. 2017;7(6):e015541.
doi: 10.1136/bmjopen-2016-015541
Diaz JM, Sanchez MA, Munera AG, Rodriguez PD, Iglesias DM, et al. Getting to know internal medicine mentors: new training requirements. Rev Clin Esp (Barc). 2019;219(2):67–72.
Ong J, Swift C, Magill N, Ong S, Day A, Al-Naeeb Y, et al. The association between mentoring and training outcomes in junior doctors in medicine: an observational study. Bmj Open. 2018;8(9):e020721.
doi: 10.1136/bmjopen-2017-020721
Ramanan RA, Taylor WC, Davis RB, Phillips RS. Mentoring matters. Mentoring and career preparation in internal medicine residency training. J Gen Intern Med. 2006;21(4):340–5.
doi: 10.1111/j.1525-1497.2006.00346.x
Castiglioni A, Bellini LM, Shea JA. Program directors’ views of the importance and prevalence of mentoring in internal medicine residencies. J Gen Intern Med. 2004;19(7):779–82.
doi: 10.1111/j.1525-1497.2004.30169.x
Levy BD, Katz JT, Wolf MA, Sillman JS. in RI, Dzau VJ. An initiative in mentoring to promote residents’ and faculty members’ careers. Acad Med. 2004;79(9):845 – 50.
Radha Krishna LK, Renganathan Y, Tay KT, Tan BJX, Chong JY, Ching AH, et al. Educational roles as a continuum of mentoring’s role in medicine – a systematic review and thematic analysis of educational studies from 2000 to 2018. BMC Med Educ. 2019;19(1):439.
doi: 10.1186/s12909-019-1872-8
Huffman BM, Hafferty FW, Bhagra A, Leasure EL, Santivasi WL, Sawatsky AP. Resident impression management within feedback conversations: a qualitative study. Med Educ. 2021;55:266–74.
doi: 10.1111/medu.14360
Sargeant J, Mann K, Manos S, Epstein I, Warren A, Shearer C, et al. R2C2 in action: testing an evidence-based model to facilitate feedback and coaching in Residency. J Grad Med Educ. 2017;9(2):165–70.
doi: 10.4300/JGME-D-16-00398.1
Sargeant J, Lockyer JM, Mann K, Armson H, Warren A, Zetkulic M, et al. The R2C2 model in Residency Education: how does it Foster Coaching and promote feedback use? Acad Med. 2018;93(7):1055–63.
doi: 10.1097/ACM.0000000000002131
Rhodes CSM, Lane H, Kumar K, Etherton-Beer C. Everyone’s nice, but … a qualitative exploration of trainees’ experiences of postgraduate geriatric medicine training in Australia. Australas J Ageing. 2022;41:e16–e22.
doi: 10.1111/ajag.13006
Tsukube T, Matsuo M. The impact of cognitive apprenticeship on the perceived growth of junior doctors. J Workplace Learn. 2020;32(7):489–99.
doi: 10.1108/JWL-04-2020-0055
Woods SK, Burgess L, Kaminetzky C, McNeill D, Pinheiro S, Heflin MT. Defining the roles of advisors and mentors in postgraduate medical education: faculty perceptions, roles, responsibilities, and resource needs. J Grad Med Educ. 2010;2(2):195–200.
doi: 10.4300/JGME-D-09-00089.1
Patel D, Windish D, Hay S. A Mentor, Advisor, and Coach (MAC) Program to enhance the Resident and Mentor Experience. MedEdPORTAL.2020;16:11005.
Ramani S, Konings KD, Ginsburg S, van der Vleuten CPM. Relationships as the backbone of feedback: exploring preceptor and Resident perceptions of their Behaviors during Feedback Conversations. Acad Med. 2020;95(7):1073–81.
doi: 10.1097/ACM.0000000000002971
Watling CJ, Ginsburg S. Assessment, feedback and the alchemy of learning. Med Educ. 2019;53(1):76–85.
doi: 10.1111/medu.13645
Hatala R, Ginsburg S, Hauer KE, Gingerich A. Entrustment ratings in Internal Medicine Training: capturing Meaningful Supervision decisions or just another rating? J Gen Intern Med. 2019;34(5):740–3.
doi: 10.1007/s11606-019-04878-y