Abstract：
BACKGROUND: Supervision of trainees in the health care professions is recognised internationally as core to safe and effective patient care. A supervisor workforce in general practice (GP) is critical to the profession and to the communities where they work and can be demanding as general practitioners incorporate workplace-based education and support of their trainees into their daily consulting work. Little is known about how this is experienced by new supervisors; therefore, this research sought to understand factors that play a significant role in the first semester of becoming a supervisor.
METHODS: An exploratory multi-case study design was used; new general practice supervisors were the unit of analysis. Four data sources were captured longitudinally: semi-structured interviews at the beginning and end of the semester, audio diaries throughout and a mid-semester focus group. Template analysis was used, sensitised by a community of practice theoretical framework.
RESULTS: Seven new supervisors participated. Five interdependent key factors played a significant role in general practitioners becoming supervisors: (1) making meaning of the role, (2) reconciling multiple roles, (3) building a relationship with the trainee, (4) receiving support from the training practice and the training programme and (5) joining peer communities of new and experienced supervisors.
CONCLUSIONS: Becoming a general practice supervisor is situated in the context of a workplace delivering clinical services, a training programme and personal life circumstances. It can be challenging and rewarding. Insufficient support may result in unintended attrition. Learning in this role is facilitated by enabling the new supervisor to find meaning in the role; structured allocation of time to engage effectively; a positive trainee-supervisor relationship; administrative support by practices; information, advice and remuneration from the training programme; and interactions with new and experienced supervisor peers.
METHODS: An exploratory multi-case study design was used; new general practice supervisors were the unit of analysis. Four data sources were captured longitudinally: semi-structured interviews at the beginning and end of the semester, audio diaries throughout and a mid-semester focus group. Template analysis was used, sensitised by a community of practice theoretical framework.
RESULTS: Seven new supervisors participated. Five interdependent key factors played a significant role in general practitioners becoming supervisors: (1) making meaning of the role, (2) reconciling multiple roles, (3) building a relationship with the trainee, (4) receiving support from the training practice and the training programme and (5) joining peer communities of new and experienced supervisors.
CONCLUSIONS: Becoming a general practice supervisor is situated in the context of a workplace delivering clinical services, a training programme and personal life circumstances. It can be challenging and rewarding. Insufficient support may result in unintended attrition. Learning in this role is facilitated by enabling the new supervisor to find meaning in the role; structured allocation of time to engage effectively; a positive trainee-supervisor relationship; administrative support by practices; information, advice and remuneration from the training programme; and interactions with new and experienced supervisor peers.
摘要：
背景：在医疗保健专业中，对学员的监督被国际公认为安全有效的患者护理的核心。全科医生（GP）的主管员工对专业和他们工作的社区至关重要，并且可以要求全科医生将基于工作场所的教育和对学员的支持纳入日常咨询工作。对于新主管的经历知之甚少；因此，这项研究试图了解在成为主管的第一学期起重要作用的因素。
方法：使用了探索性的多案例研究设计；新的全科医生是分析单位。纵向捕获了四个数据源：学期开始和结束时的半结构化访谈，整个音频日记和学期中的焦点小组。使用模板分析，由实践社区的理论框架所敏感。
结果：7名新主管参加。五个相互依赖的关键因素在全科医生成为主管中起着重要作用:(1)使角色的意义,(2)协调多个角色，(三)与学员建立关系,（4）接受培训实践和培训计划的支持，以及（5）加入新的和有经验的主管的同行社区。
结论：成为普通执业主管是在提供临床服务的工作场所的背景下，培训计划和个人生活环境。它可以是具有挑战性和奖励。支持不足可能导致意外减员。通过使新的主管能够找到角色的意义来促进这一角色的学习；有效参与的时间的结构化分配；积极的见习-主管关系；实践的行政支持；信息，培训计划的建议和薪酬；以及与新的和有经验的主管同行的互动。
方法：使用了探索性的多案例研究设计；新的全科医生是分析单位。纵向捕获了四个数据源：学期开始和结束时的半结构化访谈，整个音频日记和学期中的焦点小组。使用模板分析，由实践社区的理论框架所敏感。
结果：7名新主管参加。五个相互依赖的关键因素在全科医生成为主管中起着重要作用:(1)使角色的意义,(2)协调多个角色，(三)与学员建立关系,（4）接受培训实践和培训计划的支持，以及（5）加入新的和有经验的主管的同行社区。
结论：成为普通执业主管是在提供临床服务的工作场所的背景下，培训计划和个人生活环境。它可以是具有挑战性和奖励。支持不足可能导致意外减员。通过使新的主管能够找到角色的意义来促进这一角色的学习；有效参与的时间的结构化分配；积极的见习-主管关系；实践的行政支持；信息，培训计划的建议和薪酬；以及与新的和有经验的主管同行的互动。
