ArticleBMC medical education2015
Effects of coaching supervision, mentoring supervision and abusive supervision on talent development among trainee doctors in public hospitals: moderating role of clinical learning environment.
Article in BMC medical education, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
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Who cites it
14 citing papers in PubMed.
- Workplace Bullying in Healthcare Organisations: A Scoping Review of the Systematic Reviews and Meta-Analyses on Workplace Bullying of Healthcare Workers.Journal of advanced nursing · 2026Article
- Employing a Coaching Model of Supervision During Physiotherapy Placements: A Qualitative Study of the Practice Educator Experience.Physiotherapy research international : the journal for researchers and clinicians in physical therapy · 2026Article
- Exploring "Talent" in Medical Education: A Scoping Review.Perspectives on medical education · 2026Article
- Challenges faced and coping strategies used by Malaysian International Medical Graduates surviving internships: A Qualitative Study.PloS one · 2025Article
- Doctors' understanding of their learning and learning needs in Kwazulu-Natal district hospitals.African journal of primary health care & family medicine · 2024Article
- Perceptions of burnout among public sector physicians in Sierra Leone: A qualitative study.PLOS global public health · 2024Article
- Benefits of Mentoring in Oncology Education for Mentors and Mentees: Pre-Post Interventional Study of the British Oncology Network for Undergraduate Societies' National Oncology Mentorship Scheme.JMIR medical education · 2023Article
- An Evaluation of Mentorship for Hospital Residents in Saudi Arabia: A Qualitative study using Semi-structured Interviews.MedEdPublish (2016) · 2023Article
- Talent management and job satisfaction of medical personnel in Polish healthcare entities.Frontiers in psychology · 2023Article
- Factors predicting unsatisfactory work performance among medical interns.Future healthcare journal · 2022Article
- Pediatric Residency Training amid the COVID-19 Pandemic: Exploring the Impact of Supervision and Clinical Practice Guidelines on Clinical and Financial Outcomes.Computational and mathematical methods in medicine · 2022Article
- Article
- Coaching by design: exploring a new approach to faculty development in a competency-based medical education curriculum.Advances in medical education and practice · 2019Review
- Professional identity formation in the transition from medical school to working life: a qualitative study of group-coaching courses for junior doctors.BMC medical education · 2016Article
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Authors and funding
4 authors.
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Abstract
backgroundEffective 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.
methodsA 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.
resultsThe 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.
conclusionThis 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.
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