Epiphany? A case study of learner-centredness in educational supervision

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 for...

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Bibliographic Details
Published in:British journal of guidance & counselling 2009-05, Vol.37 (2), p.195-206
Main Author: Talbot, Martin
Format: Article
Language:English
Subjects:
Active Learning
Atmosphere
Case Studies
Clinical Experience
coaching
Coaching (Performance)
Competency Based Education
educational supervision
Foreign Countries
humanistic mentoring
Inservice training
Interviews
Learning
Medical Education
Medical personnel
Medical Students
Mentoring programs
Mentors
Practicum Supervision
skilled helper model
Supervision
Supervisor Supervisee Relationship
Supervisory Methods
Trainees
United Kingdom
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Summary: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.
ISSN:0306-9885
1469-3534
DOI:10.1080/03069880902731345