Learning in the workplace is the basis of postgraduate medical education and training. Essentially, you learn to be a doctor by being one. Each training programme has formal educational activities. Doctors in training must undertake independent study, but the most important element of training is the opportunity to undertake medical practice, under appropriate supervision. Although supervision has such a vital role in medical education, it is probably the least investigated and least developed aspect of clinical teaching. This article reviews current understanding and requirements about supervision and concludes that these suggest new directions for developing supervisory practices.
GrantJ.KilminsterS.M.JollyB.CottrellD.Clinical supervision of SpRs. Where does it happen, when does it happen and is it effective? Medical Education (2003) 37(2): p. 140–9
3.
KennedyT.J.RegehrG.BakerG.R.LingardL.Preserving professional credibility: grounded theory study of medical trainee's requests for clinical support. British Medical Journal (2009) 338: p. b128
4.
KilminsterS.M.JollyB.C.GrantJ.CottrellD.AMEE Guide No. 27: Effective educational and clinical supervision. Medical Teacher (2007) 29(1): p. 2–19
