Chris is a UK graduate with a Masters in Clinical Education. In 2018 he worked as a Medical Eductation Fellow for the University of Auckland and Waitemata DHB. He is currently in Basic Training (PGY5) and aspires to become a Gastroenterologist. Hannah is an excellent PGY2 doctor with an interest in medical education.
Development Of Teaching, Mentoring And Supervision Skills For Junior Medical Registrar
Clinical teaching is an important professional skill and there is increasing recognition of the need for training in teaching skills for clinicians1-3. This study aims to explore how junior medical registrars (JMR) develop skills in teaching, mentoring and supervision (TMS).
This mixed methods research utilised a national anonymous survey and local focus groups. Directors of Physician Education distributed the survey across 16 DHBs to quantify the experience of JMRs around TMS. Three focus groups were conducted at Waitemata DHB exploring issues more deeply. Thematic analysis was performed using NVivo, coding trees were generated independently by two researchers and crosschecked for reliability.
Survey data from 121 participants demonstrates that nationally JMRs supervise a mean of 1.75 juniors daily but despite this rates of formal training are low; teaching 25%, mentoring 14% and supervision 14%. Valuable modes for developing skills in TMS include SMO role modelling (86% of participants), teaching juniors (69%), supervising juniors (60%), RMO role modelling (57%) and mentoring juniors (49%). Formal educational activities appeared the least valuable (17%).
“I think this is an area of medical training which is significantly undervalued and poorly taught.”
Themes from focus group data include: modes of development, opportunities, barriers, engagement and identity, and culture of TMS. Data triangulates with the survey suggesting skills are developed informally by observing role models and via personal experiences in receiving and delivering TMS. Some JMRs appear unaware of their individual development process and lack confidence in delivering TMS. Barriers include workload and inequitable access to training.
Development of TMS skills could be improved by provision of a formal framework to scaffold training opportunities for JMRs. However, enhancing engagement and culture around ‘teaching and learning’ within DHBs is essential to bolstering development via strong role models, equality of informal training opportunities and suitable emphasis on TMS.
1. Glennys P, John B. Recent perspectives on clinical teaching. Med Educ. 2001;35(4):409-14.
2. Irby D. Excellence in clinical teaching: knowledge transformation and development required. Med Educ. 2014;48(8):776-84.
3. Professional Practice Framework [Internet].; 2017. Available from: www.racp.edu.au/innovation/education-renewal/curriculum-renewal/professional-practice-framework.