Educational supervision and the impact of workplace-based assessments: a survey of psychiatry trainees and their supervisors

Table 2 Structure and content of educational supervision

	Data collection 1* %		Data collection 2* %
	Trainees	Supervisors	Trainees	Supervisors
	(11^†)	(11^†)	(10^†)	(10^†)
Structure
Ground rules set	36	82	50	70
Expectations discussed	82	100	80	70
Prior training reviewed	64	82	80	80
Learning & training goals set	82	73	70	70
Educational plan written	55	27	50	40
Pre-set agenda for each session	18	36	20	10
Written record of each session	18	27	50	30
Logbook reviewed regularly^	14	14	0	0
Logbook kept up-to-date^	57	14	50	0
Logbook useful^	14	0	0	0
Content
Clinical management	82	100	90	80
Evidence-based medicine	45	64	50	60
Teaching how to teach others	18	27	10	10
Research	55	36	20	40
Management training	18	55	10	30
Working with the multidisciplinary team	100	73	50	90
Pastoral care	36	73	40	70
Exam practice	18	55	40	20
Case presentations	55	73	40	50
Presenting at meetings	9	27	20	10
Setting learning objectives & priorities	64	73	60	50
Feedback on performance	73	100	50	90
Reviewing casenote entries & letters	64	82	40	50
Supervision in writing reports	0	36	10	40
Career guidance	73	73	70	40
Audit	55	45	60	50
Psychotherapy	18	18	10	10
Personal issues	45	55	40	30
Other	0	9⁺	0	0

ISSN: 1472-6920