Where ‘top down’ meets ‘bottom up’: differing expectations of supervisors and trainees in pathology specialist education

Abstract

Aims Supervisor proficiency, enthusiasm and commitment are considered necessary for effective learning. At the same time, the willingness of Trainees to utilise proffered learning opportunities is imperative. We explored differing expectations and perceptions of Supervisors and Trainees. Methods Face-to-face workshops were conducted with over 400 RCPA Supervisors and Trainees in Australia, New Zealand and South East Asia. Additional data relating to teaching and supervision, personal study, and work/life balance was obtained from a survey distributed to all RCPA Fellows and Trainees in November 2011. Results Although the survey results indicated that the majority of responding Supervisors (93%) and Trainees (84.5%) agreed with the adequacy of teaching and feedback opportunities, workload caused dissatisfaction with work/life balance for 27% of Trainees. Supervisors and Trainees reported divergent perceptions both in the survey, and in open discussion. Supervisors highlighted that some trainees focussed on textbooks and teaching materials rather than engaging effectively in service work. Trainees preferred to study in the context of work as indicated by 39% studying four or fewer hours per week out of work time. Conclusions Tensions may arise in the context of expectations of Supervisors, and Trainees’ perceptions of the requirements to fulfil service commitments, study and prepare for examinations.