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

Subramaniam A 1 , Silong AD 2 , Uli J 3 , Ismail IA 4

Affiliations 

  • 1 Department of Professional Development & Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia, 43400, Serdang, Selangor, Malaysia. anusuiya.vs@gmail.com
  • 2 Department of Professional Development & Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia, 43400, Serdang, Selangor, Malaysia. abudaud.silong@gmail.com
  • 3 Department of Defence Human Resource Management, Faculty of Defence Studies & Management, Universiti Pertahanan Malaysia, Kem Sungai Besi, 57000, Kuala Lumpur, Malaysia. jegakuli@gmail.com
  • 4 Department of Professional Development & Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia, 43400, Serdang, Selangor, Malaysia. ismilina@hotmail.com
BMC Med Educ, 2015;15:129.
PMID: 26268222 DOI: 10.1186/s12909-015-0407-1

Abstract

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.

* Title and MeSH Headings from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.

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