Tensions in postgraduate training: Meaningful engagement or ‘tick‐box’ supervision?

Dawn Jackson; Ian Davison

doi:10.1111/medu.v54.11

Tensions in postgraduate training: Meaningful engagement or ‘tick‐box’ supervision?

Dawn Jackson, Ian Davison

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Abstract

Looking to avoid ‘tick box’ supervision? Jackson and Davison suggest both trainees and supervisors need to understand certain tensions and challenges inherent in practice.

Original language	English
Pages (from-to)	970-972
Journal	Medical Education
Volume	54
Issue number	11
Early online date	31 Jul 2020
DOIs	https://doi.org/10.1111/medu.v54.11
Publication status	Published - 1 Nov 2020

ASJC Scopus subject areas

Education

Access to Document

10.1111/medu.v54.11Licence: Creative Commons: Attribution-NonCommercial (CC BY-NC)

Jackson_Davison_2020_Tensions_in_postgraduate_training_Medical_EducationFinal published version, 180 KBLicence: Creative Commons: Attribution-NonCommercial (CC BY-NC)

https://onlinelibrary.wiley.com/doi/10.1111/medu.14300

Birmingham Environment for Academic Research (BEAR)
Facility/equipment: Equipment

Cite this

@article{9cd4eb7060904864ba912e9dbaaaff77,

title = "Tensions in postgraduate training: Meaningful engagement or {\textquoteleft}tick‐box{\textquoteright} supervision?",

abstract = "Looking to avoid {\textquoteleft}tick box{\textquoteright} supervision? Jackson and Davison suggest both trainees and supervisors need to understand certain tensions and challenges inherent in practice.",

author = "Dawn Jackson and Ian Davison",

year = "2020",

month = nov,

day = "1",

doi = "10.1111/medu.v54.11",

language = "English",

volume = "54",

pages = "970--972",

journal = "Medical Education",

issn = "0308-0110",