Expectations and experiences: the contribution of supervision to the professional development of postgraduate General Practice trainees
Year: 2020
Type: dissertation
Abstract: For GP trainees developing within the context of contemporary General Practice (GP) training, the supervisory relationship is considered a key source of support. Working within the paradigm of pragmatism, this research aims to understand the contribution of supervision to postgraduate GP training in the United Kingdom, and the factors that influence the supervisory experience. \nUsing the West Midlands region as a case study, a mixed methods approach is taken. Explicit and tacit voices from the wider profession are explored, through semi-structured interviews with experienced supervisors, and thematic analysis of the training documentation. The thesis then examines the lived experiences of 13 GP trainees through a series of narrative interviews, incorporating Figured Worlds theory to explore the contribution of supervision to the professional development of trainees, within the socio-cultural context. \nThis thesis illuminates the expectations from the wider profession, explicit and implicit, regarding the professional identity development of trainees. Supervision, within this context, appears to undulate between an agent of the wider profession (or institution), and an environment where trainee agency can be supported. \nThis thesis concludes by offering a model of supervision, to serve as a springboard for negotiation of the inherent complexities within postgraduate GP training.
Author: Dawn Jackson
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3138418756