Abstract
BackgroundThe relationship between general practice (GP) supervisors and registrars is a critical component in effective training for the next generation of medical practitioners. Despite the importance of the relational aspect of clinical education, most evaluation has traditionally occurred from the perspective of the registrar only. As such, no validated tools exist to measure the quality of the supervisory relationship from the perspective of the supervisor. This paper presents an adaptation and validation of the clinical psychology supervisory relationship measure (Pearce et al, Br J Clin Psychol 52:249–68, 2013) for GP supervisors in an Australian context.MethodFollowing an Expert Group review and adaptation of the items, 338 GP supervisors completed the adapted tool.ResultsUsing principal components analysis and Procrustes confirmatory rotation, an optimal three-component model of supervisory relationship was identified, reflecting measures of Safe base (α = .96), Supervisor investment (α = .85), and Registrar professionalism (α = .94).ConclusionsThe general practice supervisory relationship measure (GP-SRM) demonstrated excellent model fit, high internal consistency, and was theoretically consistent with the original tool. Implications for clinical education and future research are presented.
Highlights
The relationship between general practice (GP) supervisors and registrars is a critical component in effective training for the generation of medical practitioners
The feedback that GP supervisors provide to registrars is recognised as a critical component in Australian specialist medical education [2] and is explicitly part of the Australian College of Rural and Remote Medicine [3] and the Australian Medical Council Specialist Education Accreditation Committee [4] supervision standards for general practice training
The original Supervisory Relationship Measure (SRM), developed for use with clinical psychology supervisors [19], consists of seven-point Likert-scale items which measure the level of agreement with 51 statements regarding the supervisory relationship with a particular clinical trainee, such as “My trainee and I have a good professional relationship” and “My trainee is open about any difficulties they are experiencing”
Summary
The relationship between general practice (GP) supervisors and registrars is a critical component in effective training for the generation of medical practitioners. The feedback that GP supervisors provide to registrars is recognised as a critical component in Australian specialist medical education [2] and is explicitly part of the Australian College of Rural and Remote Medicine [3] and the Australian Medical Council Specialist Education Accreditation Committee [4] supervision standards for general practice training. Despite this importance, little attention is paid to the experiences of GP supervisors, and in particular to the experiences of the educational relationship between supervisors and registrars. Most studies of the educational environment, clinical learning environment or educational alliance have tended to focus on the relationship from the perspective of the registrar only [7,8,9,10]
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