Learners, Students and Trainees in difficulty

Prevention

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

Issues

• 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