Learners, Students and Trainees in difficulty


  • Clinical supervisors talking to educational supervisors
  • Start early
  • Make time
  • Flexible training
  • Self awareness


  • Short rotations give little time to develop relationships and address issues
  • Advice from “experts” may be of variable quality
  • The opposite of “competent” is “in training” not “incompetent”
  • Role conflict between appraiser, supporter and adviser.
  • Avoid labelling
  • Complex multiple issues, not cause and effect
  • The model is a parallel to the doctor-patient consultation, the skills are generic
  • Blame culture gets in the way
  • System or organisational problems might be personalised – “it’s the person, not the problem”
  • Gut feeling > intuition > behavioural characteristics > evidence
  • Doctors “never become ill”
  • Stressors at work
    • Control
    • Demand
    • Support
    • Relationships
    • Change
  • Management style
  • Organisational issues
  • “Teams” or “groups of individuals”?
  • Personality issues – identify changeable behaviour
  • Societal factors
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