ArticleMedical education2025
Continuity of supervision: Balancing continuous and episodic relationships for assessment and learning.
Article in Medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- From mechanisms to systems: Reconceptualising supervised workplace learning in postgraduate medical education.Medical education · 2026Article
- Locum doctor working: A qualitative exploration of the implications for learning and professional development.Medical education · 2026Article
- Commentary: Supervisory dynamics in workplace-based assessment.Medical education · 2025Article
- Continuity of supervision: Balancing continuous and episodic relationships for assessment and learning.Medical education · 2025Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
introductionMeaningful supervisor-resident relationships enhance feedback and learning, yet not all relationships reach this potential. While there is increasing interest in continuity of supervision (CoS) to build relationships that support feedback and promote learning, there remains a limited understanding of how relationships develop and influence assessment over time. The aim of this study was to explore how supervisors and learners in postgraduate medical education perceive CoS relationships and their impact on feedback and assessment.
methodsWe used constructivist grounded theory informed by the educational alliance to develop insight into how supervisor and resident perceptions of episodic and continuous relationships impact feedback and assessment. We interviewed 22 participants, including 14 family medicine residents and eight faculty advisors. We iteratively analysed the data concurrently with data collection.
resultsIn episodic relationships, participants accepted superficiality for variety and diversity in feedback. In continuous relationships, we identified four sub-types. Our participants described how each of these relationships impacted their perceptions of the feedback and assessment information given or received and resulted in different steps taken in response to their perceptions: (i) Not developing-tolerate feedback and seek out additional assessors, (ii) deteriorating-avoid feedback and seek out alternative assessors, (iii) developing-value and tailor feedback and (iv) becoming a friendship-question bias in feedback and advocate for more assessors.
conclusionsEpisodic and continuous relationships offered feedback and assessment value. However, deeper analysis of the continuous relationships revealed additional complexity. Understanding the nuances of CoS relationships is important for supporting successful relationships and improving feedback and assessment.
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Registered trials
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