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Attributes of an effective trainer: implications of the views of U.K. dermatology trainees
Author(s) -
Farrant P.,
Cohen S.N.,
Burge S.M.
Publication year - 2008
Publication title -
british journal of dermatology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.304
H-Index - 179
eISSN - 1365-2133
pISSN - 0007-0963
DOI - 10.1111/j.1365-2133.2007.08394.x
Subject(s) - trainer , likert scale , constructive criticism , medical education , criticism , medicine , psychology , audit , quality (philosophy) , management , computer science , art , developmental psychology , philosophy , literature , epistemology , economics , programming language
Summary Background Trainers have a critical influence on the education of specialist registrars (SpRs) and the quality of training programmes. Objectives This study gathered the opinions of U.K. dermatology SpRs on the attributes they felt were important in a trainer. Methods The questionnaire was sent to all U.K. dermatology SpRs ( n = 216). It comprised the stem: ‘A good trainer (supervising consultant or educational supervisor)’, followed by statements such as ‘…has realistic expectations of the trainee’. Respondents ranked each statement in importance using a five‐point Likert scale. A free‐text box was also included for respondents to list the least desirable attributes. Results Completed questionnaires were received from 146 trainees (68%). Four attributes were identified as most important: having an encouraging and supportive attitude, using feedback to identify specific areas for attention, being approachable, and being willing to answer questions. Least important attributes included openness to criticism of teaching skills, auditing of own clinical practice, sense of humour and place of work (district general vs. teaching hospital). Eighty‐seven respondents indicated the least desirable attributes of a trainer. Most comments related to being uninterested in training, being unapproachable or unavailable, or undermining the trainee and using unconstructive criticism. Conclusions The results highlight the importance to trainees of constructive feedback, and dialogue with trainers. Some of the stated undesirable characteristics in a trainer appeared to derive from personal experience. This is of serious concern, and ways in which the trainer–trainee relationship can be improved are discussed.