{"id":71211,"date":"2021-12-13T08:11:30","date_gmt":"2021-12-13T00:11:30","guid":{"rendered":"https:\/\/medicine.nus.edu.sg\/taps\/?post_type=issues&#038;p=71211"},"modified":"2022-04-05T11:01:37","modified_gmt":"2022-04-05T03:01:37","slug":"the-conceptualisation-of-educational-supervision-in-a-national-psychiatry-residency-training-program","status":"publish","type":"issues","link":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/the-conceptualisation-of-educational-supervision-in-a-national-psychiatry-residency-training-program\/","title":{"rendered":"The conceptualisation of educational supervision in a National Psychiatry Residency Training Program"},"content":{"rendered":"<p>Submitted: 19<span lang=\"EN-GB\"> May 2021<\/span><br \/>\r\nAccepted: 26 August 2021<br \/>\r\nPublished online: <span lang=\"EN-GB\">4 January, TAPS 2022, <\/span><span lang=\"EN-GB\">7(1), 66-75<\/span><br \/>\r\n<a href=\"https:\/\/doi.org\/10.29060\/TAPS.2022-7-1\/OA2521\">https:\/\/doi.org\/10.29060\/TAPS.2022-7-1\/OA2521<\/a><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Lay Ling Tan<sup>1<\/sup>, Pim W. Teunissen<sup>2<\/sup>, Wee Shiong Lim<sup>3<\/sup>, Vanessa Wai Ling Mok<sup>1<\/sup> &amp; Hwa Ling Yap<sup>1<\/sup><\/span><\/p>\r\n<p style=\"text-align: justify\"><i><sup><span lang=\"EN-US\">1<\/span><\/sup><\/i><i><span lang=\"EN-US\">Department of Psychological Medicine, Changi General Hospital, Singapore; <sup>2<\/sup>School of Health Professions Education (SHE), Maastricht University, Netherlands; <sup>3<\/sup>Cognition and Memory Disorders Service, Tan Tock Seng Hospital, Singapore<\/span><\/i><\/p>\r\n<p style=\"text-align: center\"><b><span lang=\"EN-US\">Abstract<\/span><\/b><\/p>\r\n<p style=\"text-align: justify\"><b><span lang=\"EN-US\">Introduction:<\/span><\/b><span lang=\"EN-US\"> Development of expertise and counselling skills in psychiatry can be mastered only with effective supervision and mentoring. The <\/span><span lang=\"EN-GB\">conceptualisations<\/span><span lang=\"EN-US\"> of educational supervision amongst supervisors and residents were explored in this study to understand how supervisory roles may have been affected by the adoption of competency-based psychiatry residency training. <\/span><\/p>\r\n<p style=\"text-align: justify\"><b><span lang=\"EN-US\">Methods:<\/span><\/b><span lang=\"EN-US\"> A qualitative research approach with thematic analysis was adopted. Individual in-depth interviews using a semi-structured interview guide with a purposive sample of six supervisors and six newly graduated residents were conducted. Transcripts of the interview were analysed and coded using the Atlas Ti software.\u00a0\u00a0\u00a0 \u00a0<\/span><\/p>\r\n<p style=\"text-align: justify\"><b><span lang=\"EN-US\">Results:<\/span><\/b><span lang=\"EN-US\"> Four major themes emerged from analysis of the transcripts: (1) Meaning and definition of supervision; (2) Expectations and responsibilities of the educational supervisor; (3) Elusiveness of mentoring elements in educational supervision and (4) Personal and professional development of residents in supervision. Supervisors and residents perceived educational supervision narrowly to be transactional with acquisition of knowledge and skills, but residents yearned for more relational interactions. <\/span><\/p>\r\n<p style=\"text-align: justify\"><b><span lang=\"EN-US\">Conclusion:<\/span><\/b><span lang=\"EN-US\"> This study showed that the roles and functions of supervisors in educational supervision were unclear. It also highlighted the lack of a mentoring orientation in supervision in the psychiatry residency training program. An emphasis on assessment of competencies might have contributed to tension in the supervisory relationship and lack of a mentoring role, with concerns on residents\u2019 personal and professional identity development in their psychiatry training.\u00a0 <\/span><\/p>\r\n<p style=\"text-align: justify\"><b><span lang=\"EN-US\">Keywords<\/span><\/b><b><span lang=\"EN-US\">:<\/span><\/b><span lang=\"EN-US\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><i><span lang=\"EN-US\">Psychiatry, Mentoring, Educational Supervision, Competency-Based Medical Education, Professional Identity Development<\/span><\/i><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Practice Highlights<\/span><\/strong><\/p>\r\n<ul>\r\n\t<li style=\"text-align: justify\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Supervision in psychiatry has been described to encompass more than just a teaching and learning relationship but also a supportive and mentoring one.<\/span><span lang=\"EN-GB\"><\/span><\/li>\r\n\t<li style=\"text-align: justify\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Educational supervision has been purported to offer the unique opportunity for effective mentoring within supervision.<\/span><\/li>\r\n\t<li style=\"text-align: justify\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">This qualitative study highlighted significant differences in definitions, roles and expectations of educational supervision. <\/span><\/li>\r\n\t<li style=\"text-align: justify\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">The conflict between mentoring and appraisal of competency needs to be addressed. <\/span><\/li>\r\n\t<li style=\"text-align: justify\"><span lang=\"EN-GB\">Roles and expectations of the educational supervisor must be articulated clearly to both supervisors and residents.<\/span><\/li>\r\n<\/ul>\r\n<div>\r\n<p align=\"center\"><strong><span lang=\"EN-US\">I. <\/span><span lang=\"EN-US\">INTRODUCTION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Postgraduate medical education (PGME) in Singapore underwent tremendous changes in the last decade. Before 2009, Singapore\u2019s PGME was structured around time frames and curricular processes, in contrast to competency-based medical education (CBME) (Frank et al., 2017). In 2008, Singapore\u2019s Ministry of Health (MOH) raised concerns of the lack of clear learning objectives and absence of measurable standards of training and outcomes with the medical schools and teaching hospitals. MOH recognised a need to ensure that every PGME graduate is prepared for clinical practice with the necessary competencies. With that vision in mind, MOH collaborated with the United States (US) Accreditation Council for Graduate Medical Education (ACGME) to revamp the PGME structure and accreditation system in 2009<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">(Chay, 2019). This move has resulted in major changes in the psychiatry postgraduate program. The 5-year National Psychiatry Residency Training Program was launched with a main teaching site and six sponsoring institutions. It also instituted the educational supervision framework where an assigned educational supervisor meets the supervisee regularly during the whole duration of training.<\/span><\/p>\r\n<p><i><span lang=\"EN-US\">A. <\/span><\/i><i><span lang=\"EN-US\">Concepts of Supervision<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Supervision originated in professions outside of medicine <\/span><span lang=\"EN-US\">(Launer, 2013)<\/span><span lang=\"EN-US\"> and is a distinct professional practice with specific articulated competence and training <\/span><span lang=\"EN-US\">(Falender &amp; Shafranske, 2007)<\/span><span lang=\"EN-US\">. It has been considered as a combination of various elements and is not a uniform concept <\/span><span lang=\"EN-US\">(Carroll, 2006)<\/span><span lang=\"EN-US\">. Supervision is critical for ensuring effective professional practice of the healthcare sector <\/span><span lang=\"EN-US\">(Tebes et al., 2011)<\/span><span lang=\"EN-US\">, particularly in psychiatry, where counselling skills can be developed only with effective supervision and mentoring.<\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">1) <\/span><\/i><i><span lang=\"EN-US\">Clinical supervision: <\/span><\/i><span lang=\"EN-US\">Clinical supervision is subcategory to the wider concept of supervision. One definition is \u201cprovision of guidance and feedback on matters of personal, professional and educational development in the context of a trainee\u2019s experience of providing safe and appropriate care\u201d <\/span><span lang=\"EN-US\">(<\/span><span lang=\"EN-US\">Kilminster et al., 2007). There is consensual acceptance of the basic functions of clinical supervision: formative, supportive and managerial <\/span><span lang=\"EN-US\">(Kilminster et al., 2007)<\/span><span lang=\"EN-US\">. These functions overlap depending on the context, problems emphasised and supervision goals <\/span><span lang=\"EN-US\">(Kadushin, 1985)<\/span><span lang=\"EN-US\">.<i><\/i><\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">2) <\/span><\/i><i><span lang=\"EN-US\">Educational supervision: <\/span><\/i><span lang=\"EN-US\">Educational supervision, on the other hand, has been described as regular supervision occurring in the context of a training program to determine learning needs and review progress of the supervisee <\/span><span lang=\"EN-US\">(Passi, 2016)<\/span><span lang=\"EN-US\">. There has been extensive research done in clinical supervision <\/span><span lang=\"EN-US\">(Kilminster et al., 2007; Patel, 2016)<\/span><span lang=\"EN-US\"> but educational supervision is under-researched with very few such studies conducted in psychiatry. It can be considered to be the most complex and challenging form of supervision as there are a number of overlapping and at times conflicting roles which need to be fulfilled <\/span><span lang=\"EN-US\">(Launer, 2013)<\/span><span lang=\"EN-US\">. Aside from having to facilitate learning, there is also the need to evaluate the supervisee\u2019s performance, which may result in confusion in the supervisory roles. Educational supervision has been purported to offer the unique opportunity for effective mentoring within supervision <\/span><span lang=\"EN-US\">(Passi, 2016)<\/span><span lang=\"EN-US\">, which ideally should be recognised as an important component of the whole supervisory framework <\/span><span lang=\"EN-US\">(Driessen et al., 2011)<\/span><span lang=\"EN-US\">.<i><\/i><\/span><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\">B. <\/span><\/i><i><span lang=\"EN-US\">Conceptual Framework<\/span><\/i><span lang=\"EN-US\"> <\/span><i><span lang=\"EN-US\">for Educational Supervision in Postgraduate Psychiatry Training<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Clinical and educational supervision are essential for development of health professionals and widely recognised as crucial for effective learning (Pront et al., 2016) and reflective practice (Schon, 1987). Learning in educational supervision can be conceptualised from experiential and social learning theory. Experiential learning is a key concept of the developmental-educational model of educational supervision (Kolb, 1984\/2014). Learning is also a social process, where the supervisee is influenced by the cultural system of social knowledge and learns the trade with the guide of a more experienced colleague (Vec et al., 2014), a particularly important component in the field of psychiatry, a discipline closely related to the social sciences. Thus, there has been frequent reference to this apprenticeship model in supervision, although there is no clear definition of the term in the context of psychiatry training <\/span><span lang=\"EN-US\">(MacDonald, 2002)<\/span><span lang=\"EN-US\">.<\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Supervision in psychiatry has its roots in psychoanalysis <\/span><span lang=\"EN-US\">(Torby et al., 2015)<\/span><span lang=\"EN-US\">. Supervision in the context of general psychiatry training was mentioned infrequently and the concepts of supervision of the psychotherapeutic work of trainees were often transferred directly into the setting of general clinical supervision as if the two situations were identical <\/span><span lang=\"EN-US\">(MacDonald, 2002)<\/span><span lang=\"EN-US\">. The supervisor can be seen as fulfilling the role of the analyst of the supervisee\u2019s analytic ego <\/span><span lang=\"EN-US\">(Akhtar, 2009)<\/span><span lang=\"EN-US\">. This necessitates a trusting relationship between the supervisor and supervisee, very much akin to that of informal mentoring, which has been described as psychosocial in nature and serves to enhance the supervisee\u2019s self-esteem through interpersonal dynamics of the relationships, the emotional bonds they form and the work they accomplish together <\/span><span lang=\"EN-US\">(Hansman, 2001)<\/span><span lang=\"EN-US\">. Supervision has also been frequently conceptualised as a development process or a process of identification <\/span><span lang=\"EN-US\">(MacDonald, 2002)<\/span><span lang=\"EN-US\">. This is the transformation of a trainee through the acquisition of requisite knowledge, skills, attitudes, values, and attributes; from doing the work of a psychiatrist to being a psychiatrist <\/span><span lang=\"EN-US\">(Wald, 2015)<\/span><span lang=\"EN-US\">. This <\/span><span lang=\"EN-US\">active, constructive and transformative process has been referred to as professional identity formation <\/span><span lang=\"EN-US\">(Wald, 2015)<\/span><span lang=\"EN-US\">.<\/span><span lang=\"EN-US\"> This continuous process requires the fostering of personal and professional growth through mentorship and self-reflection <\/span><span lang=\"EN-US\">(Holden et al., 2015)<\/span><span lang=\"EN-US\">. The provision of guidance and mentoring with respect to personal and professional identity development would arguably be more critical in supervision in psychiatry.<\/span><span lang=\"EN-US\"> The personal aspects and the development of better self-awareness in the supervisee and the \u2018internalised supervisor\u2019 has been considered by some to be the fundamental goal of supervision <\/span><span lang=\"EN-US\">(Kadushin, 1985)<\/span><span lang=\"EN-US\">.<\/span><span lang=\"EN-US\"> However, this will require the training program to allow sufficient time and opportunity to build and develop the supervisor-supervisee relationship.<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">With ACGME setting up collaborative initiatives with other countries and a trend towards a competency-based training approach, a better understanding of the impact of CBME on the supervision process and structure will be relevant to our international educators. The mentoring element in educational supervision has the potential to ensure that learning is not guided entirely by assessment and evaluation but is supplemented by the periodic guidance of a trusted mentor and addressing the personal and professional components in clinical supervision (Kilminster et al., 2007). With the implementation of the ACGME training framework, understanding the complexity and barriers of developing a mentoring relationship in educational supervision will be crucial. The research questions which this study aimed to answer were:<\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">1. <\/span><span lang=\"EN-US\">What are supervisors\u2019 and residents\u2019 perceptions on the educational supervisory role in the psychiatry residency program?<\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">2. <\/span><span lang=\"EN-US\">How do supervisors and residents perceive the supervisor\u2019s mentoring roles in their educational supervision experience?<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-US\">II. <\/span><span lang=\"EN-US\">METHODS<\/span><\/strong><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\">A. <\/span><\/i><i><span lang=\"EN-US\">Design<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">This was a qualitative research strategy where individual in-depth interviews with a purposive sample of six supervisors and six residents were conducted, the intent of which was to understand the participants\u2019 meanings of the phenomenon of educational supervision <\/span><span lang=\"EN-US\">(Creswell, 2014)<\/span><span lang=\"EN-US\">. Ethics approval was sought from the Institutional Review Board (CIRB Ref: 2017\/2319) and informed consent was received from all participants.<\/span><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\">B. <\/span><\/i><i><span lang=\"EN-US\">Setting<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">The residency training program instituted the educational supervision framework by ACGME where an assigned educational supervisor meets the supervisee weekly of at least an hour duration<\/span><span lang=\"EN-US\">. The educational supervisor is responsible for completion of the resident\u2019s evaluation reports based on feedback gathered from the resident\u2019s clinical supervisors and offer recommendations for the supervisee\u2019s training progress. Clinical supervisors in the residency program are consultants managing patients together with the residents in the ward and clinic settings. Work-placed based assessments in the form of mini-clinical evaluations (mini-cex) and 360-degree feedback evaluations are done by both the educational and clinical supervisors.<\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">There are six teaching sites in the psychiatry residency program and the researcher\u2019s teaching site is one of the largest, with 18 supervisors overseeing nine to 12 residents posted in their various years of training. The setting of the research was the teaching site where the PI (Principal Investigator) served as Associate Program Director (APD).<\/span><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\">C. <\/span><\/i><i><span lang=\"EN-US\">Subjects <\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Six supervisors with two each from the Associate Consultant, Consultant and Senior Consultant group, and one male and one female from each group were invited to participate. For the residents, those who had just graduated from the residency program were invited. A total of six recently graduated residents (three males and three females) were sampled. This was to minimise biases related to fear of negative evaluation or power differentials while still undergoing residency training. It was hoped that with this purposive sampling, a relevant mix of supervisory experiences from the participants would be achieved.<\/span><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\">D. <\/span><\/i><i><span lang=\"EN-US\">Data collection<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">One-to-one semi-structured interviews were conducted by the PI using an interview guide (Appendix 1). The interview guide was developed by the PI with inputs from the research team. The interviews were audio-recorded with informed consent of the participants. Due attention was paid to the content of the participants\u2019 sharing and the emerging themes during the interview and analysis process such that consideration of including more participants in the study would be taken if there was a need for further varied views to be elicited <\/span><span lang=\"EN-US\">(Creswell, 2014)<\/span><span lang=\"EN-US\">.<\/span><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\">E. <\/span><\/i><i><span lang=\"EN-US\">Analysis<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">A qualitative research approach with thematic analysis was adopted. The Atlas Ti (version 8) software was used to code and analyse the data. Coding of all the data was made by the PI before a coding structure was created. There was a reiterative development and re-development of the coding structure such that all the data were appropriately accounted for. Codes were added and revised as more interviews were conducted. All the data were coded according to the study objectives and were classified into categories that reflected the emerging themes. Based on further readings in medical education literatures, the themes were grouped and sub-grouped in a logical fashion to form a thematic template. The raw data were revisited regularly throughout the analytic process to ascertain that the codes and resulting themes were grounded in the data. To ensure adequate coding and to improve the research reliability, we performed investigators\u2019 triangulation. The co-investigator (LWS) was invited to analyse the first three interviews independently. The PI and co-investigators (TLL, VM, YHL) discussed regarding the main themes developed and differences were addressed and reconciled. To further improve credibility and transferability of the research data and its analysed results, member checking was used and participants\u2019 comments regarding the developed themes were solicited. There was general agreement with the results generated from their interviews.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-US\">III. <\/span><span lang=\"EN-US\">RESULTS<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Six supervisors and six supervisees completed the study. As the research progressed, there was the progressive realisation of an overarching pattern emerging around the supervisory process, namely, the heterogeneity of the concept of supervision and the tension and conflicts amongst its various roles and functions. <\/span><\/p>\r\n<p><span lang=\"EN-US\">Four major themes emerged: <\/span><\/p>\r\n<ul style=\"list-style-type: disc\">\r\n\t<li style=\"text-align: justify\"><span lang=\"EN-US\">Meaning and definition of supervision<\/span><\/li>\r\n\t<li style=\"text-align: justify\">Expectations and responsibilities<\/li>\r\n\t<li style=\"text-align: justify\">Elusiveness of mentoring elements in educational supervision<\/li>\r\n\t<li style=\"text-align: justify\">Personal and professional development in supervision<\/li>\r\n<\/ul>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\">A. <\/span><\/i><i><span lang=\"EN-US\">Meaning and Definition of Supervision<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">1) <\/span><\/i><i><span lang=\"EN-US\">Supervisor\u2019s perspectives: <\/span><\/i><span lang=\"EN-US\">Supervisors defined supervision as \u201cobserving\u201d, \u201chelping\u201d, \u201cguiding\u201d, \u201cteaching\u201d, \u201cgrading\u201d and \u201cassessing\u201d the residents such that they could be certified to fulfil the program requirements. These descriptors suggested a supervisor-centric definition.<i><\/i><\/span><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\">\u201cSomeone in a position of experience or age supervises, in other words\u2026observe\u2026teaches, impact knowledge and skills to the supervisee\u2026is like watching somebody\u201d <\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right\"><i><span lang=\"EN-US\">(S1)<\/span><\/i><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">2) <\/span><\/i><i><span lang=\"EN-US\">Residents\u2019 perspectives: <\/span><\/i><span lang=\"EN-US\">Residents referred to supervision as an \u201capprenticeship\u201d, \u201cguiding and checking on progress\u201d and promoting the \u201cmaturation as a clinician\u201d. There was the repeated emphasis on the supervisor attending to the resident\u2019s \u201cgrowth\u201d, \u201cpersonal well-being\u201d and to \u201cencourage\u201d and \u201ccommend\u201d.<i><\/i><\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">\u201c\u2026essentially is in line with the whole practice of medicine where there is apprenticeship, someone has to guide\u2026to encourage, commend, growth\u2026\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right\"><i><span lang=\"EN-US\">(R1)<\/span><\/i><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\">B. <\/span><\/i><i><span lang=\"EN-US\">Expectations and Responsibilities<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">1) <\/span><\/i><i><span lang=\"EN-US\">Supervisor\u2019s perspectives: <\/span><\/i><span lang=\"EN-US\">Supervisors expected residents to be able to exhibit the attitude of being \u201cable to talk about things and not being afraid of being judged\u201d; \u201cto pay attention to personal development so that the resident is more real as a person\u201d; \u201cto be ready to give feedback about supervision\u201d and \u201cbeing comfortable, open and trusting of the supervisor\u2019s intentions\u201d.<i><\/i><\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">In practice, however, faculty observed that residents were \u201cnot expecting beyond helping them with clinical work\u201d; \u201cdoes not talk about struggles and frustrations\u201d and were \u201cnot used to opening up\u201d. Although engaging the resident with regards to their struggles was identified to be important, it was highlighted as \u201cnot the culture or consistently practiced\u201d and that \u201cresidents may not appreciate why we want them to talk about their feelings\u201d.<\/span><\/p>\r\n<p><span lang=\"EN-US\">Faculty viewed discussing about resident\u2019s personal issues as intrusive and a violation of the boundaries in supervision.<\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">\u201cWe also have to keep some boundaries\u2026 we are careful not to go beyond certain boundary especially if it is something which the supervisee is not very comfortable with\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right\"><i><span lang=\"EN-US\">(S1)<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Table 1 illustrates our faculty\u2019s understanding of the roles and functions of the educational supervisor.<\/span><\/p>\r\n<\/div>\r\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/OA2521-Table-1-300x202.png\" alt=\"\" class=\" wp-image-71212 aligncenter\" width=\"443\" height=\"298\" srcset=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/OA2521-Table-1-300x202.png 300w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/OA2521-Table-1.png 661w\" sizes=\"auto, (max-width: 443px) 100vw, 443px\" \/><\/p>\r\n<p align=\"center\"><span lang=\"EN-US\">Table 1: Faculty\u2019s understanding of the roles and functions of the educational supervisor<\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">2) Residents\u2019 perspectives: <\/span><\/i><span lang=\"EN-US\">Residents\u2019 expected the educational supervisor to be \u201capproachable and open\u201d, \u201ceasy to talk to\u201d, \u201crelaxed\u201d, \u201cable to attend to personal growth\u201d, \u201chelping to reflect\u201d and \u201cbuild rapport\u201d. Residents thus expected a more relational as opposed to transactional interaction with the supervisor.<i><\/i><\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">\u201c\u2026apart from the bread and butter clinical aspects of work\u2026talk to you a bit more about your personal stage in life, how things are coming along&#8230; It is this stuff that I find it hard to find in textbooks or anywhere along the clear training roadmap\u201d<\/span><\/i><span lang=\"EN-US\"><\/span><\/p>\r\n<p align=\"right\" style=\"text-align: right\"><i><span lang=\"EN-US\">(R1)<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Residents tended to see the educational supervisor\u2019s role as conflictual in view of the attendant assessor function, and how boundaries between the two roles are often not clearly delineated.<\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">\u201cUltimately is quite hierarchical in the system\u2026. so if a supervisee has a lot of problems and come to the supervisor for advice\u2026the supervisor might negatively evaluate the supervisee\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right\"><i><span lang=\"EN-US\">(R2)<\/span><\/i><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\"><\/span><\/i><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\">C. Elusiveness of Mentoring Elements in Educational Supervision<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">1) Supervisor\u2019s perspectives: <\/span><\/i><span lang=\"EN-US\">Faculty viewed mentoring as \u201cbroader\u201d, \u201clonger term\u201d and \u201cbeyond clinical and professional development\u201d. \u201cTrust\u201d and \u201cspecial\u201d characterised a mentoring relationship but the focus was more on \u201cprofessional development\u201d rather than \u201cpersonal development\u201d. Faculty did not see themselves as fulfilling a mentoring role but generally agreed that there could be opportunities in offering elements of mentoring in educational supervision and to \u201ccontribute to the growth of residents beyond the short-term focus on clearing examinations\u201d.<i><\/i><\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">\u201c\u2026take about certain other aspects you know\u2026mentorship if possible&#8230;beyond the pure clinical and professional development\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right\"><i><span lang=\"EN-US\">(S1)<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Supervisors alluded to their roles in educational supervision as \u201cfacilitating the growth as a person\u201d; \u201cgiving advice\u201d and \u201crole modelling\u201d but they did not consider these as mentoring roles even though these were generally accepted as mentoring in nature.<\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">\u201c\u2026never seen myself in a mentoring position\u2026mentoring goes beyond just the supervisor-supervisee relationship\u2026but I don\u2019t think it has really extended beyond that\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right\"><i><span lang=\"EN-US\">(S3)<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">2) Residents\u2019 perspectives: <\/span><\/i><span lang=\"EN-US\">There was a similar reference to mentoring as \u201cadopting a broader view of the development of the resident\u201d over \u201ca longer period of time\u201d. Residents described mentoring as having a \u201cdeeper emotional connect\u201d and \u201cbeyond the clinical development\u201d. The evaluator role was viewed as potentially inhibiting the development of a mentoring relationship.<i><\/i><\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">\u201cSo, it muddles the role\u2026when they are so tied up to assess\u2026they may not be able to mentor as much\u2026\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right\"><i><span lang=\"EN-US\">(R1)<\/span><\/i><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">D. Personal and Professional Development of Residents<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">1) Supervisor\u2019s perspectives: <\/span><\/i><span lang=\"EN-US\">Professional development was referred to as the \u201cprofessional attitudes and motivation\u201d, \u201cduty of care\u201d, \u201cethical boundaries\u201d and the attributes which are more \u201cformal\u201d as contrasted to personal development. The latter being referred to as \u201cone\u2019s character\u201d, \u201ctemperament\u201d, \u201cpersonality\u201d; \u201cthe way we see things\u201d; \u201cdevelopment of self-awareness and self-actualisation\u201d and the \u201cneed to know yourself and what problems you have in order to be able to help your patients struggling with personal problems\u201d. Faculty also referred to personal development as \u201cdeveloping as a person and handling of stress\u201d, \u201chow to handle complaints\u201d, and \u201chow to juggle various roles to have a work-life balance\u201d. Other views of personal development included \u201cextracurricular activities outside of psychiatry\u201d and \u201csome hobbies\u201d which some faculty opined as \u201cmore important in psychiatry because of the importance for self-care\u201d.<i><\/i><\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">However, some faculty held the opposing view that personal development should not be the focus of educational supervision. Lapses in personal development would only be brought up during supervision if there were \u201cnegative effects on professional roles and clinical practice and impeding progress\u201d for risk of being accused of \u201cprying into the residents\u2019 personal lives and being nosy\u201d.<\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">\u201c\u2026but I don\u2019t focus so much unless they hinder the work side of things. But maybe we should\u2026\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right\"><i><span lang=\"EN-US\">(S3)<\/span><\/i><\/p>\r\n<p><span lang=\"EN-US\">The reluctance of some residents to discuss issues of personal development were interpreted as an \u201cAsian thing\u201d, for instance being \u201cuncomfortable\u201d talking about personal struggles and \u201cresidents not expecting it\u201d\u2019.<\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">2) Residents\u2019 perspectives: <\/span><\/i><span lang=\"EN-US\">Residents\u2019 referred to personal developmental aspects as \u201cbe as a person\u201d, \u201creligious growth\u201d, \u201cpersonal well-being\u201d, \u201chow you are getting on with life as a whole\u201d, \u201cfinding out about the person\u2019s preferences\u201d, \u201cstrengths and weaknesses\u201d and \u201coutside of the career\u201d.<i><\/i><\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">There was the fear of the lack of confidentiality and of being evaluated negatively if residents were to portray themselves as having personal struggles.<i><\/i><\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">\u201cthough resident want to grow and develop but exposing these shortcomings could be very sensitive\u2026\u201d<\/span><\/i><span lang=\"EN-US\"><\/span><\/p>\r\n<p align=\"right\" style=\"text-align: right\"><i><span lang=\"EN-US\">(R1)<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Residents considered personal aspects of their development to be \u201cmore private\u201d; \u201cshould not be covered unless interferes with professional development\u201d; \u201cnot so important\u201d; \u201cnot fair for the supervisee and supervisor\u201d and \u201csomething you should sort out on your own\u201d. They perceived supervision to be formal and mainly moments of assessment for their professional development and so it would be inappropriate to discuss about personal struggles. Some residents also held the view that \u201cpersonal and professional lives are separate\u201d and the \u201csupervisor may not be interested\u201d.<\/span><\/p>\r\n<p style=\"text-align: justify\"><i><span lang=\"EN-US\">\u201c\u2026to say that the supervisor should cover personal growth I don\u2019t think that is very fair as well\u201d<\/span><\/i><span lang=\"EN-US\"><\/span><\/p>\r\n<p align=\"right\" style=\"text-align: right\"><i><span lang=\"EN-US\">(S4)<\/span><\/i><\/p>\r\n<p style=\"text-align: center\"><span lang=\"EN-US\"><\/span><strong><span lang=\"EN-US\">IV. DISCUSSION<\/span><\/strong><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\"><\/span><\/i><em><span lang=\"EN-US\">A. Conceptualisation of Educational Supervision<\/span><\/em><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">The concept of educational supervision was alien to both residents and supervisors. Supervision was seen mainly as teaching the residents to acquire knowledge and clinical skills with a focus on the transactional aspects. Our residents preferred a more relational supervisory interaction. The finding of psychiatry trainees valuing a supervisor\u2019s emotional supportiveness more highly than clinical competence was also reported in another study <\/span><span lang=\"EN-US\">(Chur-Hansen &amp; McLean, 2007)<\/span><span lang=\"EN-US\">.<\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Our results showed that roles of teaching and assessing were more consistently endorsed by the supervisors. Relational roles like facilitating, role modelling, rapport building, and mentoring were considered important but cited less frequently by both groups. Participants tended to attribute this to the training\u2019s emphasis on evaluation and assessment such that the focus of the supervision was more on the transactional rather than the relational components. This might have resulted in tension within the supervisory relationship as expectations for assessment of competencies take precedence <\/span><span lang=\"EN-US\">(Julyan, 2009)<\/span><span lang=\"EN-US\">. This phenomenon was both ironic and worrying as the original intention for setting up the supervisory framework in the psychiatry residency program was to ensure that the training and learning would be supplemented by the presence of an educational supervisor with a mentoring role, entrusted with the fostering of the personal and professional components in clinical supervision <\/span><span lang=\"EN-US\">(Kilminster et al., 2007)<\/span><span lang=\"EN-US\">.<\/span><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">B. Assessor Role of Supervisors<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Although residency assessments were mainly formative, residents in our study still harbored concerns about the supervisor fulfilling the assessor role and determining their readiness to progress. If assessments were to be perceived as high stake in our examination-oriented training environment, the role of the teacher as helper might be compromised <\/span><span lang=\"EN-US\">(van der Vleuten et al., 2012)<\/span><span lang=\"EN-US\">. As highlighted by the data in our study, combining the roles of helper and judge could confront the supervisor with a conflict of interest <\/span><span lang=\"EN-US\">(Cavalcanti &amp; Detsky, 2011)<\/span><span lang=\"EN-US\">. There might be situations either of inflation of judgement <\/span><span lang=\"EN-US\">(Govaerts et al., 2007)<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">or trivialisation of the assessment process <\/span><span lang=\"EN-US\">(Dudek et al., 2005)<\/span><span lang=\"EN-US\">, which would potentially impair the professional development of the residents.<\/span><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">C. Personal and Professional Development<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">There was a common reference by both faculty and residents to the growth of the resident. Based on our data, there appeared to be some overlap of the concept of personal and professional development of residents in psychiatry training. Supervisors viewed the ability to handle stress and developing resilience not only as aspects of personal development but a reflection of the professional competence as well. But supervisors also opined that within the current supervisory framework, they would not be able to support the personal development of the residents. Although residents indicated their desires for supervisors to facilitate their holistic development and growth towards becoming a psychiatrist, they did not expect supervisors to be interested in their personal development but to focus more on the professional development of their clinical competencies.<\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">There was avoidance by supervisors and residents to discuss personal struggles and frustrations in our study. This would be of concern if in the context of educational supervision in psychiatry, the personal aspects and development of better self-awareness could not be achieved, bearing in mind that this had been considered by some to be the fundamental goal of supervision in counselling <\/span><span lang=\"EN-US\">(Kadushin, 1985)<\/span><span lang=\"EN-US\">. Concerns of boundary violations within the supervision relationship were raised by both groups of participants. In our study, the supervisors\u2019 strict adherence to the boundaries as accustomed to in psychotherapeutic practice might deter self-disclosure. In contrast, our data suggested that sharing of clinical experiences by their supervisors were very much welcomed by the residents. Research has shown that there might be improvement in alliance when supervisors disclosed relevant past clinical experiences <\/span><span lang=\"EN-US\">(Matazzoni, 2008)<\/span><span lang=\"EN-US\">. Self-disclosure by the supervisor usually normalised clinical struggles experienced by the residents and could enhance the supervision relationship <\/span><span lang=\"EN-US\">(Knox et al., 2011)<\/span><span lang=\"EN-US\">. In our study, supervisors held fairly rigid boundaries within supervision, which had been shown to hinder the development of authentic emotional relationships or deeper mentoring relationships <\/span><span lang=\"EN-US\">(Kozlowski et al., 2013)<\/span><span lang=\"EN-US\">.<\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Supervisors in our study reflected that it might have been cultural or an \u2018Asian thing\u2019 for residents to avoid discussion of personal struggles. Eastern cultures were noted to appreciate a larger power distance than Western cultures <\/span><span lang=\"EN-US\">(Hofstede, 2011)<\/span><span lang=\"EN-US\">. Cultural value theory also opined that Eastern cultures tended to be more conservative and hierarchical and valued mastery to a lesser extent than the West <\/span><span lang=\"EN-US\">(Schwartz, 1999)<\/span><span lang=\"EN-US\">. In our predominantly Asian context, the perception of a hierarchical training system might result in supervisors maintaining a stricter teacher-student boundary, or residents being more reluctant to share personal frustrations, particularly with the more senior supervisors. The evaluator role of the supervisor might also result in the resident erecting certain boundaries in the supervisory relationship. This would have implications for nurturing the personal and professional growth of the residents, which require guidance through mentorship and self-reflection within a trusting relationship <\/span><span lang=\"EN-US\">(Holden et al., 2015)<\/span><span lang=\"EN-US\">.<\/span><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">D. Psychological Safety Within a Trusting Supervisory Relationship<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Previous research has shown that any feedback which invoked the self potentially carried with it social judgements which might threaten the educational alliance <\/span><span lang=\"EN-US\">(Pugh &amp; Regehr, 2016; Telio et al., 2015)<\/span><span lang=\"EN-US\"> and there was a tendency for both supervisors and supervisees to interpret performance assessments as part of a judgement of personal worth <\/span><span lang=\"EN-US\">(Hawe, 2003)<\/span><span lang=\"EN-US\">. The psychological safety within the supervisory relationship would be particularly important as awareness of the residents\u2019 own inadequacies might be unpleasant and threatening as they faced their imperfect understanding and subjective theories <\/span><span lang=\"EN-US\">(Vec et al., 2014)<\/span><span lang=\"EN-US\">. As such, the goals of supervision would be best attained with a trusting supervisor-supervisee relationship. However, our study showed that residents are unwilling to reveal too much of their inadequacies as this was too threatening for them, considering that their supervisors also evaluated their overall work performance and ability to deal with stress. This had resulted in tension in the supervisory relationship. The failure to pay heed to this, whether it was inherent to the training program or secondary to the supervisors\u2019 lack of awareness, might further hinder and jeopardise the supervisory process.<\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">The tension between assessment for support and assessment for high stakes decision-making will continue to challenge supervisors. The conflict between mentoring and appraisal of competency would need to be addressed. It would be important for residency training programs to create opportunities to allow the fostering of trusting supervisory relationships. Roles and expectations of the educational supervisor would need to be articulated clearly to both supervisors and residents. Supervisor training would need to focus not only on supervisor ability and competencies but more importantly, supervisor motivation. There should be the emphasis on instilling awareness of internal values and beliefs encompassing competency assessment, accountability, potential role conflicts, feedback delivery and \u201cskills for establishing trusting, open and non-defensive yet problem\u2013confronting relationships\u201d (Govaerts et al., 2007).<\/span><\/p>\r\n<p style=\"text-align: left\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">E. Limitations of the Study<\/span><\/i><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">In our study, newly graduated residents who were agreeable to participate were recruited. The views of the \u2018unwilling\u2019 participants regarding supervision which might be more diverse and contentious might be inadvertently excluded. The content of the interview guide used was also not validated. Another limitation concerned the dual roles of researcher and APD. The view of the resident group might be subjected to biases and undue influence due to power differentials (Kotter, 2010). The researcher had minimised such potential biases by being reflexive and addressed concerns of imposing on the participants\u2019 views openly during the interview (Creswell &amp; Miller, 2000).<\/span><\/p>\r\n<p style=\"text-align: center\"><span lang=\"EN-US\"><\/span><strong><span lang=\"EN-US\">V. CONCLUSION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">The mentoring role in supervision was found to be lacking in our current residency training. The residency program structure, with its focus on assessments of competencies and examinations, might have the unintended consequences of encouraging a transactional supervisory structure at the expense of a relational and mentoring relationship. This qualitative study highlighted significant differences in definitions, roles and expectations of educational supervision. It was our intention that this research endeavor contribute towards better appreciation of the dynamics within educational supervision in a competency-based residency training framework and further inform developments in the mentoring component of supervisory practices in the other training programs as well.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-US\">Notes on Contributors<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Dr Lay Ling Tan formulated the research question and designed the research methodology. She conducted the semi-structured interviews and wrote the first draft of the manuscript. \u00a0<\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Prof Pim W. Teunissen provided guidance for the research methodology and data analysis. He was also involved with the revision of the manuscript drafts. <\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Dr Wee Shiong Lim provided guidance for the research methodology, assisted with the initial analysis of the first three interviews independently as well as the revision of the manuscript drafts.<\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Both Dr Vanessa Wai Ling Mok and Dr Hwa Ling Yap were involved with recruitment of participants and data analysis. <\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-US\">Ethical Approval<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Ethics approval was sought from the Institutional Review Board (CIRB Ref: 2017\/2319) and informed consent was received from all participants. <\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-US\">Data Availability<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Due to the nature of this research, participants of this study did not agree for their data to be shared publicly, so supporting data is not available.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-US\">Acknowledgement<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">We would like to acknowledge the contributions of the National Psychiatry Residency Program Supervisors and Residents for their willingness to participate.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-US\">Funding<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">We did not receive any funding for this research study. <\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-US\">Declaration of Interest<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Dr Lay Ling Tan is the Associate Program Director and the PI of this research. Dr Hwa Ling Yap and Dr Vanessa Mok are both teaching faculty of the teaching site. They have a vested interest in ensuring the quality of supervision of residents. The other authors have no other conflicts of interest, including financial, consultant, institutional and other relationships that might lead to bias or a conflict of interest. <\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center\"><strong><span lang=\"EN-US\">References<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Akhtar,\u00a0S. (2009).\u00a0<i>Comprehensive dictionary of psychoanalysis<\/i>. Routledge.<\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Carroll, M. (2006). <i>Counselling supervision: Theory, skills and practice.<\/i> SAGE.<\/span><\/p>\r\n<p style=\"text-align: justify\"><span lang=\"EN-US\">Cavalcanti, R. B., &amp; Detsky, A. S. (2011). 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Professional identity (trans) formation in medical education: Reflection, relationship, resilience. <i>Academic Medicine, 90<\/i>(6), 701-706.<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p><span lang=\"EN-NZ\"><span lang=\"EN-AU\">*<span lang=\"EN-GB\">Lay Ling Tan<\/span><br \/>\r\n<span lang=\"EN-GB\">2 Simei Street 3 S529889<\/span><br \/>\r\n<\/span><span lang=\"EN-AU\"><span lang=\"EN-GB\">Email: tan.lay.ling@singhealth.com.sg<\/span><br \/>\r\n<\/span><\/span><\/p>","protected":false},"featured_media":0,"parent":0,"menu_order":8,"template":"","issues_category":[12],"archive_category":[],"issue_type":[25],"volume_category":[61870],"class_list":["post-71211","issues","type-issues","status-publish","hentry","issues_category-original-articles","issue_type-past-issue","volume_category-volume-7-number-1-january-2022"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>The conceptualisation of educational supervision in a National Psychiatry Residency Training Program - The Asia Pacific Scholar<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/the-conceptualisation-of-educational-supervision-in-a-national-psychiatry-residency-training-program\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The conceptualisation of educational supervision in a National Psychiatry Residency Training Program - The Asia Pacific Scholar\" \/>\n<meta property=\"og:description\" content=\"Submitted: 19 May 2021 Accepted: 26 August 2021 Published online: 4 January, TAPS 2022, 7(1), 66-75 https:\/\/doi.org\/10.29060\/TAPS.2022-7-1\/OA2521 Lay Ling Tan1, Pim W. Teunissen2, Wee Shiong Lim3, Vanessa Wai Ling Mok1 &amp; Hwa Ling Yap1 1Department of Psychological Medicine, Changi General Hospital, Singapore; 2School of Health Professions Education (SHE), Maastricht University, Netherlands; 3Cognition and Memory Disorders [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/the-conceptualisation-of-educational-supervision-in-a-national-psychiatry-residency-training-program\/\" \/>\n<meta property=\"og:site_name\" content=\"The Asia Pacific Scholar\" \/>\n<meta property=\"article:modified_time\" content=\"2022-04-05T03:01:37+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/OA2521-Table-1-300x202.png\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"26 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/the-conceptualisation-of-educational-supervision-in-a-national-psychiatry-residency-training-program\/\",\"url\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/the-conceptualisation-of-educational-supervision-in-a-national-psychiatry-residency-training-program\/\",\"name\":\"The conceptualisation of educational supervision in a National Psychiatry Residency Training Program - 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