CoChat
Sign Up
Cited by 105Innovations in Medical EducationMusculoskeletal Disorders and RehabilitationPrimary Care and Health Outcomes

The DOI matches its Crossref record; 113 of the 113 references it cites were found in a registry or an index.

General practitioners as supervisors in postgraduate clinical education: an integrative review

Open access
Wearne, Susan, Dornan, Tim, Teunissen, Pim W, Skinner, Timothy·2012·Medical Education
DOI 10.1111/j.1365-2923.2012.04348.x
Open this paper in CoChat — free account

Abstract

Medical Education 2012: 46 : 1161–1173 Context General practice supervisors are said to serve as the cornerstones of general practice postgraduate education and therefore it is important to clearly define their roles and what makes them effective. The commonly used definition of a supervisor is not primarily based on general practice and does not cover aspects predicted to be important according to work‐based learning theory. Methods We searched for papers published between 1991 and 2011 inclusive, categorised them according to whether they provided empirical evidence, descriptions or recommendations, open‐coded the empirical evidence, and used the resulting coding scheme as an analytic framework within which to present a narrative summary of findings. Results Recommendations and descriptions far outweighed empirical evidence, which showed how supervisors intertwined clinical and educational activities and formed educational alliances with resident doctors that provided a foundation for learning. Residents needed a balance of challenge, usually provided by patients, and support, provided by supervisors. Supervisors established learning environments, assessed residents' learning needs, facilitated learning, monitored the content and process of learning and the well‐being of residents, and summarised learning in ways that turned ‘know that’ into ‘know how’. Conclusions General practice must be expert in ensuring patients are well cared for ‘by proxy’ and in giving residents just the right amount of support they need to face the challenges posed by those patients. As general practice responds to contemporary clinical demands and rising numbers of undergraduate medical students, it is essential that the ability of general practice supervisors to develop and sustain supportive supervisory relationships with residents is preserved.

Overview

Integrity signals

Registry

Crossref · 10.1111/j.1365-2923.2012.04348.x

Cites

113 of 113 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

The text we found for this paper looks like another document, so its claims and self-check weren’t run. The registry and citation checks still apply.

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The text we found for this paper looks like another document, so the self-check wasn’t run.

Citations

Cites

Research works printed but not linked: 9

  1. Gray R, 2001, A framework for looking at the trainer/registrar tutorial in general practice, Educ Gen Pract, 12, 153
  2. Pitts J, 1996, Pathologies of one‐to‐one teaching, Educ Gen Pract, 7, 118
  3. Pearce C, 2003, Corridor teaching, Aust Fam Physician, 32, 745
  4. Munro N, 1998, What are the key attributes of a good general practice trainer: a Delphi study, Educ Gen Pract, 9, 263
  5. Smith VC, 2004, A learner‐centred model of training practice inspection: in‐depth interview study of GP registrars’ perceptions of the learning climate of their training year, Educ Prim Care, 15, 361
  6. Taylor G, 2001, The one‐to‐one relationship in postgraduate GP education and its perceived value – results of a questionnaire survey, Educ Prim Care, 12, 299
  7. Taylor MW, 2006, Time devoted to general practice registrar training: a survey of training practice educational workload in Scotland, Educ Prim Care, 17, 572
  8. 10.1037/0022-006X.68.3.438 · DOI · Paper page
  9. Rogers C, 1994, Freedom to Learn

Cited by

Sorted by citations

See all 105

Related

See all

Metadata

Authors
Wearne, S., Dornan, T., Teunissen, P. W., & Skinner, T.
Affiliations
  • Flinders University (AU)
  • Maastricht University (NL)
  • University of Tasmania (AU)
Corresponding author
Wearne, Susan
ORCID
Venue
Medical Education
Publisher
Wiley
Published
2012-11-21
Volume
46
Issue
12
Pages
1161-1173
ISSN
  • 0308-0110 (ISSN-L)
  • 1365-2923
DOI
10.1111/j.1365-2923.2012.04348.x
OpenAlex
W2135984742
Cited by
105
References
113
Citations by year
2026: 3 · 2025: 4 · 2024: 7 · 2023: 11 · 2022: 11 · 2021: 10 · 2020: 19 · 2019: 9 · 2018: 4 · 2017: 3 · 2016: 5 · 2015: 10 · 2014: 6 · 2013: 2 · 2012: 1
FWCI
0.94
Type
journal article
Language
en
Open access
Licence
Locations
  • Medical Education (publishedVersion)
  • PubMed (publishedVersion)
  • Amsterdam UMC (VU Amsterdam) - Institutional Repository (publishedVersion)
  • eCite Digital Repository (University of Tasmania) (submittedVersion)
  • Research Publications (Maastricht University) (submittedVersion, other-oa)
  • Digital Academic REpository of VU University Amsterdam (Vrije Universiteit Amsterdam) (submittedVersion)
  • Figshare (submittedVersion, cc-by)
  • Figshare (submittedVersion)
  • Pure Amsterdam UMC (submittedVersion)
  • Research at the University of Copenhagen (University of Copenhagen) (submittedVersion)
  • Data Archiving and Networked Services (DANS) (submittedVersion)
Topics
  • Social Sciences › Education › Innovations in Medical Education
  • Health Sciences › Medicine › Rehabilitation › Musculoskeletal Disorders and Rehabilitation
  • Health Sciences › Medicine › Family Practice › Primary Care and Health Outcomes
Keywords
general practice residency, work-based learning, supervisory relationship, learning environment, educational alliances, resident well-being
MeSH terms
Education, Medical, Continuing, Humans, Interprofessional Relations, Organization and Administration, Physician's Role, General Practitioners

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review