Abstract
ABSTRACT Graduate medical trainees in the UK appreciate mentors who demonstrate learner-centredness as modelled by Rogers. This case study was undertaken to examine how, in one instance, learner-centred may be supervision within the tight confines of a formal, competency-based programme of training. Four formal interviews (in 18 months), were analysed to assess how learner-centred might be the process, by means of a within-case study method. Learner-centredness was seen to occur, as evidenced by less emphasis on formal exchanges, which were replaced by more of an exploratory and ‘enabling’ atmosphere in which insights were developed and which had more of the nature of a coaching or a ‘skilled helper’ model. This might allow others insights into their own practice.
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