How clinical supervisors develop trust in their trainees: A qualitative study

Medical Education

Volumn 49, Issue 8, 2015, Pages 783-795

  Hauer, Karen E ^a   Oza, Sandra K ^b   Kogan, Jennifer R ^b   Stankiewicz, Corrie A ^b   Stenfors Hayes, Terese ^c   Cate, Olle Ten ^d   Batt, Joanne ^a   O'Sullivan, Patricia S ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF PENNSYLVANIA   (United States)

^c KAROLINSKA INSTITUTE   (Sweden)

^d UNIVERSITY MEDICAL CENTER UTRECHT   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

CLINICAL COMPETENCE; EDUCATION; FEMALE; HEALTH PERSONNEL ATTITUDE; HUMAN; INTERNAL MEDICINE; INTERVIEW; MALE; MEDICAL EDUCATION; MEDICAL STAFF; PSYCHOLOGY; PUBLIC RELATIONS; QUALITATIVE RESEARCH; TRUST; UNITED STATES;

ATTITUDE OF HEALTH PERSONNEL; CLINICAL COMPETENCE; FEMALE; HOSPITALISTS; HUMANS; INTERNAL MEDICINE; INTERNSHIP AND RESIDENCY; INTERPROFESSIONAL RELATIONS; INTERVIEWS AS TOPIC; MALE; QUALITATIVE RESEARCH; TRUST; UNITED STATES;

EID: 84935437382     PISSN: 03080110     EISSN: 13652923     Source Type: Journal    
DOI: 10.1111/medu.12745     Document Type: Article

References (44)

1. Babbott S. Commentary: watching closely at a distance: key tensions in supervising resident physicians. Acad Med 2010;85 (9):1399-400.
2. Merriam-Webster Online. Trust. Merriam Webster Online. http://www.merriam-webster.com/dictionary/trust. [Accessed 30 January 2015.]
3. Oxford University Press. Entrust. Oxford Dictionaries. http://oxforddictionaries.com/definition/entrust?region=us. [Accessed 30 January 2015.]
4. Hauer KE, ten Cate O, Boscardin C, Irby DM, Iobst W, O'Sullivan PS. Understanding trust as an essential element of trainee supervision and learning in the workplace. Adv Health Sci Educ Theory Pract 2014;19 (3):435-56.
5. Sterkenburg A, Barach P, Kalkman C, Gielen M, ten Cate O. When do supervising physicians decide to entrust residents with unsupervised tasks? Acad Med 2010;85 (9):1408-17.
6. Dijksterhuis MGK, Voorhuis M, Teunissen PW, Schuwirth LWT, ten Cate OTJ, Braat DDM, Scheele F. Assessment of competence and progressive independence in postgraduate clinical training. Med Educ 2009;43:1156-65.
7. Kennedy TJT, Regehr G, Baker GR, Lingard L. Point-of-care assessment of medical trainee competence for independent clinical work. Acad Med 2008;83 (10 Suppl):89-92.
8. Kogan JR, Hess BJ, Conforti LN, Holmboe ES. What drives faculty ratings of residents' clinical skills? The impact of faculty's own clinical skills. Acad Med 2010;85 (10 Suppl):25-8.
9. ten Cate O, Scheele F. Competency-based postgraduate training: can we bridge the gap between theory and clinical practice? Acad Med 2007;82 (6):542-7.
10. Kennedy TJT, Regehr G, Baker GR, Lingard L. Preserving professional credibility: grounded theory study of medical trainees' requests for clinical support. BMJ 2009;338:b128.
11. Kennedy TJT, Regehr G, Baker GR, Lingard LA. 'It's a cultural expectation..' The pressure on medical trainees to work independently in clinical practice. Med Educ 2009;43:645-53.
12. Balmer DF, Giardino AP, Richards BF. The dance between attending physicians and senior residents as teachers and supervisors. Pediatrics 2012;129 (5):910-5.
13. Halpern SD, Detsky AS. Graded autonomy in medical education - managing things that go bump in the night. N Engl J Med 2014;370 (12):1086-9.
14. Pangaro L, ten Cate O. Frameworks for learner assessment in medicine: AMEE Guide No. 78. Med Teach 2013;35 (6):e1197-210.
15. Cobb P, Yackel E. Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educ Psychol 1996;31 (3-4):175-90.
16. Castelfranchi C, Falcone R. Trust is much more than subjective probability: mental components and sources of trust. In: Proceedings of the 33rd Annual Hawaii International Conference on System Sciences, 4-7 January 2000, Maui, HI.
17. Vygotsky LS. Interaction between learning and development. In: Cole M, John-Steiner V, Scribner S, Souberman E, eds. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press 1978;79-91
18. Vygotsky LS. Mind in Society: The Development of Higher Psychological Processes. Cole M, John-Steiner V, Scribner S, Souberman E, eds. Cambridge, MA: Harvard University Press 1978.
19. Lave J, Wenger E. Situated Learning: Legitimate Peripheral Participation. Cambridge New York, NY: Cambridge University Press 1991.
20. Stenfors-Hayes T, Hult H, Dahlgren MA. A phenomenographic approach to research in medical education. Med Educ 2013;47:261-70.
21. Marton F. Phenomenography - describing conceptions of the world around us. Instr Sci 1981;10 (2):177-200.
22. Watling CJ, Lingard L. Grounded theory in medical education research: AMEE Guide No. 70. Med Teach 2012;34 (10):850-61.
23. Dahlgren L-O, Fallsberg M. Phenomenography as a qualitative approach in social pharmacy research. J Soc Adm Pharm 1991;8 (4):150-6.
24. Bowen G. Grounded theory and sensitising concepts. Int J Qual Methods 2008;5 (3):12-23.
25. Wahlström R, Dahlgren LO, Tomson G, Diwan VK, Beermann B. Changing primary care doctors' conceptions - a qualitative approach to evaluating an intervention. Adv Health Sci Educ Theory Pract 1997;2 (3):221-36.
26. Tong A, Sainsbury P, Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. Int J Qual Health Care 2007;19 (6):349-57.
27. Kilminster SM, Jolly BC. Effective supervision in clinical practice settings: a literature review. Med Educ 2000;34:827-40.
28. Kaufman J, Schwartz T. Models of supervision. Clin Superv 2004;22 (1):143-58.
29. Watling C, Driessen E, van der Vleuten CPM, Lingard L. Learning from clinical work: the roles of learning cues and credibility judgements. Med Educ 2012;46:192-200.
30. Gingerich A, Regehr G, Eva KW. Rater-based assessments as social judgements: rethinking the aetiology of rater errors. Acad Med 2011;86 (10Suppl):1-7.
31. Bernabeo EC, Holtman MC, Ginsburg S, Rosenbaum JR, Holmboe ES. Lost in transition: the experience and impact of frequent changes in the inpatient learning environment. Acad Med 2011;86 (5):591-8.
32. Meyerson D, Weick KE, Kramer RM. Swift trust and temporary groups. In: Kramer RM, Tyler TR, eds. Trust in Organizations: Frontiers of Theory and Research. Thousand Oaks, CA: Sage Publications 1996
33. Levin DZ, Whitener EM, Cross R. Perceived trustworthiness of knowledge sources: the moderating impact of relationship length. J Appl Psychol 2006;91 (5):1163-71.
34. Cianciolo AT, Kegg JA. Behavioural specification of the entrustment process. J Grad Med Educ 2013;5 (1):10-2.
35. Ginsburg S, McIlroy J, Oulanova O, Eva K, Regehr G. Toward authentic clinical evaluation: pitfalls in the pursuit of competency. Acad Med 2010;85 (5):780-6.
36. Swing SR, Beeson MS, Carraccio C, Coburn M, Iobst W, Selden NR, Stern PJ, Vydareny K. Educational milestone development in the first 7 specialties to enter the next accreditation system. J Grad Med Educ 2013;5 (1):98-106.
37. Wenger E. Communities of practice and social learning systems. Organization 2000;7 (2):225-46.
38. Stroud L, Oulanova O, Szecket N, Ginsburg S. 'The benefits make up for whatever is lost': altruism and accountability in a new call system. Acad Med 2012;87 (10):1421-7.
39. Crosby RM, Harden J. AMEE, Guide No. 20: the good teacher is more than a lecturer - the twelve roles of the teacher. Med Teach 2000;22 (4):334-47.
40. Majmudar A, Jain AK, Chaudry J, Schwartz RW. High-performance teams and the physician leader: an overview. J Surg Educ 2010;67 (4):205-9.
41. American Association of Medical Colleges. Core Entrustable Professional Activities for Entering Residency. Washington, DC: AAMC 2014. https://members.aamc.org/eweb/DynamicPage.aspx?Action=Add&ObjectKeyFrom=1A83491A-9853-4C87-86A4-F7D95601C2E2&WebCode=PubDetailAdd&DoNotSave=yes&ParentObject=CentralizedOrderEntry&ParentDataObject=Invoice%20Detail&ivd_formkey=69202792-63d7-4ba2-bf4e-a0da41270555&ivd_prc_prd_key=E3229B10-BFE7-4B35-89E7-512BBB01AE3B. [Accessed 24 January 2015.]
42. ten Cate O. Trust, competence, and the supervisor's role in postgraduate training. BMJ 2006;333 (7571):748-51.
43. Holmboe ES, Ward DS, Reznick RK, Katsufrakis PJ, Leslie KM, Patel VL, Ray DD, Nelson EA. Faculty development in assessment: the missing link in competency-based medical education. Acad Med 2011;86 (4):460-7.
44. Kogan JR, Conforti L, Bernabeo E, Iobst W, Holmboe E. Opening the black box of clinical skills assessment via observation: a conceptual model. Med Educ 2011;45:1048-60.