Effects of coaching supervision, mentoring supervision and abusive supervision on talent development among trainee doctors in public hospitals: moderating role of clinical learning environment

BMC Medical Education

Ismi Arif Ismail³  Jegak Uli¹  Abu Daud Silong³  Anusuiya Subramaniam² 

[1] Department of Defence Human Resource Management, Faculty of Defence Studies & Management, Universiti Pertahanan Malaysia, Kem Sungai Besi, Kuala Lumpur, 57000, Malaysia;Faculty of Business & Management, Asia Pacific University of Technology & Innovation (APU), Technology Park Malaysia, Bukit Jalil, Kuala Lumpur, 57000, Malaysia;Department of Professional Development & Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, 43400, Selangor, Malaysia

关键词: Malaysia;    Public hospitals;    Trainee doctors;    Medical education;    Professional and medical competencies;    Talent development;    Clinical learning environment;    Abusive supervision;    Mentoring supervision;    Coaching supervision;   

Others  :  1224503
DOI  :  10.1186/s12909-015-0407-1

 received in 2014-07-04, accepted in 2015-07-07,  发布年份 2015

【 摘 要 】

Background

Effective talent development requires robust supervision. However, the effects of supervisory styles (coaching, mentoring and abusive supervision) on talent development and the moderating effects of clinical learning environment in the relationship between supervisory styles and talent development among public hospital trainee doctors have not been thoroughly researched. In this study, we aim to achieve the following, (1) identify the extent to which supervisory styles (coaching, mentoring and abusive supervision) can facilitate talent development among trainee doctors in public hospital and (2) examine whether coaching, mentoring and abusive supervision are moderated by clinical learning environment in predicting talent development among trainee doctors in public hospital.

Methods

A questionnaire-based critical survey was conducted among trainee doctors undergoing housemanship at six public hospitals in the Klang Valley, Malaysia. Prior permission was obtained from the Ministry of Health Malaysia to conduct the research in the identified public hospitals. The survey yielded 355 responses. The results were analysed using SPSS 20.0 and SEM with AMOS 20.0.

Results

The findings of this research indicate that coaching and mentoring supervision are positively associated with talent development, and that there is no significant relationship between abusive supervision and talent development. The findings also support the moderating role of clinical learning environment on the relationships between coaching supervision-talent development, mentoring supervision-talent development and abusive supervision-talent development among public hospital trainee doctors. Overall, the proposed model indicates a 26 % variance in talent development.

Conclusion

This study provides an improved understanding on the role of the supervisory styles (coaching and mentoring supervision) on facilitating talent development among public hospital trainee doctors. Furthermore, this study extends the literature to better understand the effects of supervisory styles on trainee doctors’ talent development are contigent on the trainee doctors’ clinical learning environment. In summary, supervisors are stakeholders with the responsibility of facilitating learning conditions that hold sufficient structure and support to optimise the trainee doctors learning.

【 授权许可】

   
2015 Subramaniam et al.

【 图 表 】

Fig. 1.

【 参考文献 】

• [1]Spilg E, Siebert S, Martin G. A social learning perspective on the development of doctors in the UK National Health Service. Soc Sci Med. 2012; 75(9):1617-1624.
• [2]Pfeffer J, Sutton RI. Evidence-based Management. Harv Bus Rev. 2006; 84(1):62-74.
• [3]McGill DA, Van Der Vleuten CPM, Clarke MJ. A critical evaluation of the validity and the reliability of global competency constructs for supervisor assessment of junior medical trainees. Adv Health Sci Educ. 2013; 18(4):701-725.
• [4]Sweem SL. Leveraging Employee Engagement through a Talent Management Strategy: Optimizing Human Capital through Human Resources and Organization Development Strategy in a Field Study [Dissertation]. Benedictine University, Illinois; 2009.
• [5]Pope R. Staff Behaving Badly. 2009. http://www.cmf.org.uk/publications/content.asp?context=article&id=2193. Accessed 7 June 2012.
• [6]Akerjordet K, Severinsson E. Emotional Intelligence: A review of the literature with specific focus on empirical and epistemological perspectives. J Clin Nurs. 2007; 16:1405-1416.
• [7]Kavanaugh J, Duffy JA, Lilly J. The relationship between job satisfaction and demographic variables for healthcare professionals. Manag Res News. 2006; 29(6):304-325.
• [8]Ayree S, Chen ZX, Sun L, Debrah YA. Antecedents and outcomes of abusive supervision: test of a trickle-down model. J Appl Psychol. 2007; 92(1):191-201.
• [9]Onyemah V. The effects of coaching on salespeople's attitudes and behaviors: A contingency approach. Eur J Market. 2009; 43(7):938-960.
• [10]Russell JEA, Adams DM. The changing nature of mentoring in organizations: An introduction to the special issue on mentoring in organizations. J Vocat Behav. 1997; 51:1-14.
• [11]Yun-xia F, Liu J. Abusive Supervision: An Interactive Model of Human Resource Management. International Conference on Management and Service Science, MASS, Wuhan, China; 2010.
• [12]Teunissen P, Scheele F, Scherpbier A, Van der Vleuten CPM, Boor K, Van Luijk SJ, Van Diemen- Steenvoorde C. How residences learn: qualitative evidence for the pivotal role of clinical activites. Med Educ. 2007; 41(8):763-770.
• [13]Emilia O, Bloomfield L, Rotem A. Replication of a clinical learning environment survey for junior medical officers: a study of medical students in an Indonesian hospital. Focus Health Professional Education. 2006; 7(3):36-47.
• [14]Maudsley RF. Role models and the learning environment: essential elements in effective medical education. Acad Med. 2001; 76:432-434.
• [15]Fuimano J. Coaching and mentoring for the new work force. Gastroenterol Nurs. 2007; 30(2):152.
• [16]Sheehan DC. Learning and Supervision in Internship: A sociocultural framework for understanding learning and supervision in medical internship [Dissertation]. University of Canterbury, Christchurch, New Zealand; 2011.
• [17]Gourevitch MN, Malaspina D, Weitzman M, Goldfrank LR. The public hospital in American medical education. J Urban Health. 2008; 85:779-786.
• [18]Daelmans H, Hoogenboom R, Donker A, Scherpbier A, Stehouwer C, Van Der Vleuten C. Effectiveness of clinical rotations as a learning environment for achieving competences. Med Teach. 2004;26:305–312.
• [19]Spence GB, Oades LG. Coaching with self-determination in mind: Using theory to advance evidence-based coaching practice. Int J Evid Based Coach Mentor. 2011; 9(2):37-55.
• [20]Ryan RC, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 2000; 55(1):68-78.
• [21]Keyes CLM, Haidt J. Flourishing: Positive psychology and the life well-lived. American Psychological Association, Washington, DC; 2003.
• [22]Stradling HA. Using coaching and mentoring skills to become an effective educational supervisor. Found Years. 2008; 2009(5):23-25.
• [23]Frederiksen CH, Donin J, Koschmann TD, Kelson AM. Investigating Diagnostic Problem Solving in Medicine through Cognitive Analysis of Clinical Discourse. In Proceedings of the 2004 Annual Meeting of the Society for Text & Discourse: 1–4 Aug 2004; Chicago, IL. http://www.mcgill.ca/files/edu-acsrg/CogAnalysisofClinicalDiscourse.pdf. Accessed 30 January 2013.
• [24]Pop RS. Mentoring nurse practitioners in a hospital setting [Dissertation]. University of Texas, Arlington; 2011.
• [25]Bandura A. Social Learning Theory. Prentice-Hall, Englewood Cliffs, NJ; 1977.
• [26]Gedde C, Strickland B. From plateaus to progress: a model for career development. Training. 1984; 21(6):56-61.
• [27]Taherian K, Shekarchian M. Mentoring for doctors. Do its benefits outweigh its disadvantages? Med Teach. 2008; 30:e95-e99.
• [28]Schyns B, Schilling J. How bad are the effects of bad leaders? A meta-analysis of destructive leadership and its outcomes. Leader Q. 2013; 24(1):138-158.
• [29]Tepper BJ. Abusive supervision in work organizations: Review, synthesis, and research agenda. J Manag. 2007; 33:261-289.
• [30]Seligman MEP. Helplessness: On depression, development and death. Freeman, San Francisco; 1975.
• [31]Boddy CR. Corporate psychopaths, bullying and unfair supervision in the workplace. J Bus Ethics. 2011; 100(3):367-379.
• [32]Clinical Teaching and Clinical Instruction Guidelines. 2014. http://www.med.monash.edu.au/radiography/docs/section3-clinical-teaching-and-instruction.pdf. Accessed 24 February 2014.
• [33]Schroeter K. Competence Literature Review. Denver, Co, Competency & Credentialing Institute; 2008.
• [34]Billett S. Towards a workplace pedagogy; guidance, participation and engagement. Adult Educ Q. 2002; 53(1):27-43.
• [35]McKimm J, Jollie C, Hatter M. Mentoring: Theory and practice. NHSE/ Imperial College, School of Medicine, London; 2007.
• [36]Paice E, Rutter H, Wetherell M, Winder B, McManus IC. Stressful incidents, stress and coping strategies in the pre-registration house officer year. Med Educ. 2002; 36:56-65.
• [37]Huang MH. What Makes Abusive Supervision Survive? Self-Efficacy and the Perception of Authenticity Alleviate the Negative Consequences of Abusive Supervision. 2012. http://thesis.topco-global.com/TopcoTRC/2013_Thesis/H0088.pdf. Accessed 24 February 2014.
• [38]Paltridge D. Prevocational medical training in Australia: where does it need to go? Med J Aust. 2006; 184(7):349-352.
• [39]Walsh D. The Nurse Mentor’s Handbook: Supporting Students in Clinical Practice. Open University Press, Berkshire; 2010.
• [40]Arnold JA, Arad S, Rhoades JA, Drasgow F. The empowering leadership questionnaire: the construction and validation of a new scale for measuring leader behaviours. J Organ Behav. 2000; 21:249-269.
• [41]Scandura TA, Ragins BR. The effects of sex and gender role orientation on mentorship in maledominated occupations. J Vocat Behav. 1993; 43:251-265.
• [42]Tepper BJ. Consequences of abusive supervision. Acad Manage J. 2000; 43:178-190.
• [43]Podsakoff P, Organ D. Self-reports in organizational research: problems and prospects. J Manag. 1986; 12:531-543.
• [44]Tabachnick BG, Fidell LS. Using multivariate statistics. HarperCollins College Publishers, New York, NY; 1996.
• [45]Hair J, Black W, Babin B, Anderson R, Tatham R. Multivariate data analysis. 6th ed. Uppersaddle River, NJ, Pearson Prentice Hall; 2006.
• [46]Cronnbach LJ. Coefficient Alpha and the Internal Structural of Tests. Psychometrica. 1951; 16(3):297-334.
• [47]Fornell C, Larcker DF. Evaluating structural equation models with unobservable variables and measurement error. J Market Res. 1981; 18(1):39-50.
• [48]Hamlin RG, Ellinger AD, Beattie RS. Toward a Profession of Coaching? A Definitional Examination of ‘Coaching’, ‘Organization Development’, and ‘Human Resource Development. Int J Evid Based Coach Mentor. 2009; 7(1):13-38.
• [49]Hezlett SA, Gibson SK. Mentoring and Human Resource Development: Where We Are and Where We Need to Go. Adv Dev Hum Res. 2005; 7:446-469.
• [50]Baumeister RF, Bratslavsky E, Finkenauer C, Vohs KD. Bad is stronger than good. Rev Gen Psychol. 2001; 5:323-370.
• [51]Degen C, Weigl M, Glaser J, Li J, Angerer P. The impact of training and working conditions on junior doctors’ intention to leave clinical practice. BMC Med Educ. 2014; 14:119. BioMed Central Full Text
• [52]Boswell WR, Olson-Buchanan JB. Experiencing mistreatment at work: The role of grievance filing, nature of mistreatment and employee withdrawal. Acad Manage J. 2004; 47(1):129-139.
• [53]Premadasa IG, Shehab D, Al-Jarallah KF, Thabib L. Confidence in performing core clinical skills: preliminary results of a survey of trainees completing internship training in Kuwait. Bulletin of the Kuwait Institute for Medical Specialization. 2007; 6:48-50.