Explore the vast range of titles available.

This article explores the notion of care in the supervisor/supervisee relationship in postgraduate supervision as an efficient tool for a successful postgraduate program. The unequal power relations between a supervisor and supervisee sometimes bring about tension and friction in their relationship. This can hinder the aim of the relationship in research training. In this paper, I conducted qualitative critical assessments of the notions of care, language, and effective communication. I argue that the ability to express care for a postgraduate student influence how the student will, in turn, perform a supervisory function when they are found in that role, particularly in academia. The argument concludes that there is a need to prioritize the duty of care in postgraduate supervision as much as in research training itself.

Background Working in the ambulance service is complex and unpredictable, requiring newly employed nurses to rapidly assume autonomous clinical responsibility. Introductory training often relies on traditional supervision models that may not fully support transition into practice. Peer learning (PL) has been shown to promote collaboration, confidence, and professional development in educational settings; however, its use during workplace introduction in ambulance services remains largely unexplored. Aim To describe the use of PL in the introductory training of newly employed nurses in the ambulance service and how it was experienced by newly employed nurses and clinical supervisors. Design A qualitative descriptive study with an inductive thematic analysis approach was used. Methods Data were collected through individual and focus-group interviews and analysed using reflective thematic analysis as outlined by Braun and Clarke. Four clinical supervisors and ten newly employed nurses who had PL in their introductory training participated in the study. The study follows the COREQ checklist for reporting qualitative research. Results This study explored the experiences of newly employed nurses and clinical supervisors of PL during the ambulance service’s introductory training. Three main themes were identified: becoming an independent professional , safe space for shared learning , and a balancing act as a supervisor . PL supported the gradual transition into autonomous practice, facilitated emotional and professional support through peer collaboration, enhanced role clarity, and emphasized the importance of supervisors in fostering independence while providing accessible guidance. Across all themes, feedback and reflection were central to learning, helping nurses make sense of their experiences, gain confidence, and adapt to the demands of the ambulance context. PL was seen as a valuable, structured learning phase that promotes mutual learning and professional development for new nurses. Conclusions PL represents a valuable structured learning phase within a structured onboarding programme for newly employed nurses in the ambulance service. By combining PL with facilitated supervision and reflection, PL may support a safe and sustainable transition into practice in complex clinical environments.

PhD (non-)completion rates have been considered important criteria with which to evaluate the effectiveness of doctoral programmes and of universities' performance. To date, there has been a lack of qualitative studies on the voices and experiences of funded international students who discontinue doctoral research degrees. This paper uses qualitative methods and six themes of a life course perspective to uncover the 'hidden' experience of international Vietnamese students who dropped out of funded doctoral programmes in social sciences and humanities. Its findings suggest that linked/independent lives and the timing of live themes helped to understand reasons for international doctoral students to drop out, which underline their engagement with research networks, academic identity and familial responsibilities. Meanwhile, the consequences of dropout illustrate the intersections of five themes: linked/independent lives, development risk and projects, the timing of lives/interplay of human lives and historical times, and diversity in life courses. The five themes capture diverse life trajectories and forms of agency developed by PhD non-completers while negotiating social pressures and institutional politics in their home institution as well as their perceptions of well-being and life priorities. Their life trajectories and forms of agency are gendered and culturally specific, with female non-completers being more active in searching for and building back their 'agentic orientations' through learning new skills, entering motherhood or leaving academic institutions. These findings are useful for reflecting on the current supporting structures, especially mental health support, for international doctoral students and supervisor training. (HRK / Abstract übernommen).

AimsHistorically, communication about regional training and educational opportunities relied on emails from the school administrator, programmes or assessments teams. This resulted in not all being aware of information. Therefore, in 2018, the Head of School (HoS) and trainees’ committee (TC) devised innovative approaches.MethodsThe TC and HoS had meetings to discuss methods of improving communication and standardising trainees’ expectations, particularly regarding the Annual Review of Competency Progression (ARCP). We created and implemented an ‘ARCP checklist’ for trainees and trainers of expected eportfolio entries, which was aligned with RCPCH requirements in 2018–19.We planned and implemented a regional trainees’ website and investigated various communication methods to enhance trainee engagement and minimise time spent searching for information.In August 2019, we distributed a snapshot survey via social media (Whatsapp groups and Facebook) and at protected teaching days using online platform Survey Monkey to assess trainees’ experience and gain feedback.ResultsThe regional trainees’ website has clearly laid out information updated weekly by the TC. This includes educational and research opportunities, courses, teaching resources and how to apply for academic and less than full time training, plus return to work programmes.All regional paediatricians receive a monthly newsletter produced by the HoS with essential information including training updates, educational courses and opportunities, supervisor training and trainee-led research. We created a Twitter account to further disseminate information.FeedbackThe survey had 41 responses (14% of trainees) with at least one response from each training year. Most (17) responses were from ST4-5. Of the 37 (90%) who had used the website, 35 (94%) found it ‘quite’ or ‘extremely useful’. The ARCP checklist was frequently mentioned as one of the most useful changes implemented. 38 (93%) read the newsletter and the majority (86%) found it ‘quite’ or ‘extremely useful’. Fewer (54%) trainees were aware of the Twitter account. 30/38 trainees (79%) reported the changes had improved trainee experience compared to before these resources were available.ConclusionBy embracing technology and close liaison between TC and school board, our regional communication and trainee experience has been significantly enhanced. We recommend this to all paediatricians.

Clinical placement plays a vital role in the development and practical application of counselling trainees’ skills in real clinical settings. The Supervisory Relationship Questionnaire (SRQ) proposes a two-level bidirectional model, suggesting that the quality of the supervisory relationship significantly influences how trainees perceive their skills and the degree to which they achieve the learning goals. This study had two primary objectives. Initially, it aimed to reconfirm the positive relationship between the six factors in the SRQ model and their impact on the perceived achievement of various learning objectives among 124 counselling trainees recruited in Hong Kong. Secondly, the study sought to investigate the structure of the SRQ model by assessing the mediating impacts of the Level 1 (foundational) factors. Results showed that the two learning goals, i.e. development of professional self-efficacy and rapport-building skills, strongly correlated with most of the six SRQ factors. The relative inexperience of the participants in counselling skills may have contributed to the weaker relationship between the other two learning goals, namely case conceptualization and clinical judgement, and their supervisory relationship. The findings of this study also highlight the full mediating effects of the provision of a safe base and supervisor commitment in the relationship between supervisory training factors and the level of attainment of the learning goals. This suggests that the interaction and training factors at Level 2 of the SRQ model are expressed through the foundational factors at Level 1, ultimately facilitating the achievement of learning outcomes.

Background Quality supervision in general practice (GP) is critical for the progress and satisfaction of GP registrars and for attracting future rural GPs. However, there is limited research to inform the implementation of feedback systems for enhancing supervision by rural supervisors, and no published evidence specific to distance education where a remote supervisor may be in a different practice and supervising from afar. This study aimed to develop and explore the outcomes of an easy-to-administer, safe and constructive, registrar-to-supervisor feedback system for a distance (or remote) supervision model. Methods Participatory action research involved the design of a standardised short-form questionnaire and an administration, data analysis and feedback process between registrars and supervisors. The questionnaire was administered each year between 16–20 weeks of the first year of registrar training within a 3–4-year rural and remote GP training program—the Remote Vocational Training Scheme (RVTS) (2020–2022). Participation in the project was voluntary. Registrars were asked 12 standardised questions about supervision over three domains: bond strength, task agreement and goal setting. Responses were summed by domain and evaluated using set criteria of high (> 80%), medium (51% to 79%) or low (50% or lower). High- and medium-level narrative feedback reports were provided to supervisors. Low domain scores were followed up by relevant internal staff to negotiate and resolve issues. Results All 106 commencing registrars completed the questionnaire, of which n  = 99/106 (93%) reported high performance related to the bond with their supervisor, n  = 94/106 (89%) reported high performance on training tasks, and n  = 53/106 (50%) reported medium or low performance for supervisor’s understanding the registrar goals. The majority of supervisors found the feedback useful. Ten registrars identified to be in need (9% of 106) were offered additional support. Conclusions The system was found to be feasible, safe, and constructive for reviewing the quality of a distance supervision model for rural and remote registrars. It enabled prompt resolution of issues that would have otherwise been difficult to address and facilitated more open discussions about the quality of supervision. This process has been standardised within the RVTS.

Despite revolutions, ongoing student protests, and long-standing transformational efforts, African higher education remains steeped in a colonial model, with current structures, approaches, and purposes paralleling Western universities. The doctorate, the highest level of formal education one can attain, reflects this commitment to Western domination, relying upon European conceptions of knowledge to shape the entire research process. Thus, knowledge construction in higher education, and particularly in the African doctorate, has remained fixed to Eurocentrism. This conceptual article presents a critical race theory model to transform the African doctorate towards a social justice orientation, arguing for investments in race-conscious, Black affirming approaches that recognise doctoral researcher positionalities and African languages as ways to disrupt socio-political and racialised contexts. This transformation requires re-alignment of the entire research endeavour through an Ubuntu lens, with doctoral recipients engaging in training and support that embody antiracist, decolonial, and African Indigenous-affirming approaches. (HRK / Abstract übernommen).

Supervision matters: it serves educational, supportive and management functions. Despite a plethora of evidence on the effectiveness of supervision, scant evidence for the impact of supervision training exists. While three previous literature reviews have begun to examine the effectiveness of supervision training, they fail to explore the extent to which supervision training works, for whom, and why. We adopted a realist approach to answer the question: to what extent do supervision training interventions work (or not), for whom and in what circumstances, and why? We conducted a team-based realist synthesis of the supervision training literature focusing on Pawson’s five stages: (1) clarifying the scope; (2) determining the search strategy; (3) study selection; (4) data extraction; and (5) data synthesis. We extracted contexts (C), mechanisms (M) and outcomes (O) and CMO configurations from 29 outputs including short (n = 19) and extended-duration (n = 10) supervision training interventions. Irrespective of duration, interventions including mixed pedagogies involving active and/or experiential learning, social learning and protected time served as mechanisms triggering multiple positive supervisor outcomes. Short-duration interventions also led to positive outcomes through mechanisms such as supervisor characteristics, whereas facilitator characteristics was a key mechanism triggering positive and negative outcomes for extended-duration interventions. Disciplinary and organisational contexts were not especially influential. While our realist synthesis builds on previous non-realist literature reviews, our findings extend previous work considerably. Our realist synthesis presents a broader array of outcomes and mechanisms than have been previously identified, and provides novel insights into the causal pathways in which short and extended-duration supervision training interventions produce their effects. Future realist evaluation should explore further any differences between short and extended-duration interventions. Educators are encouraged to prioritize mixed pedagogies, social learning and protected time to maximize the positive supervisor outcomes from training.

Background Junior doctors play an essential role in clinical education. The transition from medical student to junior doctor involves assuming a new role as a clinical supervisor, but the preparation for this assignment is minimal and research on what the transition entails is scarce. Our study aims to explore the experiences and challenges that junior doctors face as clinical supervisors. Methods An exploratory sequential mixed methods design, qualitative method first, was adopted. Qualitative data was collected through semi-structured individual interviews with junior doctors. Interviews were audio-recorded and transcribed verbatim. Reflexive thematic analysis was used to generate themes. Quantitative data was collected through a survey related to affections, challenges, and organizational aspects of supervision. The survey included the Positive and Negative Affects Schedule (PANAS) and self-constructed items and was analysed by calculating percentages. All data was subsequently merged and interpreted as a whole. Results Ten junior doctors were interviewed and 89 (41%) junior doctors at two different hospitals responded to the survey. Four overarching themes were developed to describe junior doctors’ experiences as clinical supervisors: T1) Learning to teach: Personal construct shaping supervisor development, T2) Learning through teaching: Dual growth from near-peer supervision, T3) Teaching while learning: Challenges and strategies of supervising as a novice, T4) Missing the manual: Organizational constrictions for efficient supervision . The main factor contributing to junior doctors' development as supervisors was their own experiences as students (T1). Engaging in clinical supervision was rewarding for junior doctors’ learning, as it confirmed their progress in knowledge and skills and helped identify knowledge gaps (T2). However, supervising without medical expertise, formal pedagogical training, and familiarity with the clinic was a major challenge (T3). Providing effective supervision while maintaining a sustainable work-life was hindered by insufficient organizational support, and only 15% of junior doctors felt prepared to supervise (T4). Conclusions Engaging in clinical supervision as a junior doctor can foster growth as a clinician and teacher, however, it may further increase the cognitive load that you already experience as a novice. This study highlights the affective, pedagogical, and organizational support that junior doctors need to develop as teachers.

The purpose of this qualitative study was to investigate and then develop a theory to explain supervisors’ perceptions of their training needs for effectively working with emerging multilingual learning (EML) supervisees. The participants consisted of two faculty members and eight doctoral students who identified as native English speakers and who were currently providing clinical supervision in CACREP programs. The researchers utilized a constructivist grounded theory lens to analyze the data garnered. Three main themes were identified, including the following: (1) linguistic equity and inclusiveness, (2) accommodation, and (3) culturally sustaining interventions. These themes represent the participants’ assertions about the need for linguistic equity and inclusiveness to be infused throughout counselor education, the need to accommodate instead of assuming and/or insisting that EML supervisees assimilate to hegemonic views regarding the use of white mainstream English language, and the need to learn and practice culturally sustaining supervisory interventions. Implications of this research and recommendations for future study were also provided.