Results Trainees' decisions about whether or not to seek clinical support were influenced by three issues: the clinical question (clinical importance, scope of practice), supervisor factors (availability, approachability), and trainee factors (skill, desire for independence, evaluation).
Institutional support, skilled supervisors, and availability of gender-specific information made it possible to embed the GSM teaching programme as a mandatory part of the GP training curriculum - which is undoubtedly beneficial to the teaching results.
Top motivating factors for PhD training were: commitment of supervisors (67%), availability of scholarships (63%), and training attached to a research grant (25%).
Supervisor-supervisee matching and fit, supervisory relationship and availability of supervisor for support in between CS sessions appeared to be associated with perceptions of higher quality of CS received.
Supervisor-supervisee matching and fit, supervisory relationship and availability of supervisor for support in between clinical supervision sessions appeared to be associated with perceptions of higher quality of clinical supervision received.
At a practical level, they considered their supervisor's proximity and availability.
Special projects/apprenticeship offerings are subject to change given the needs of the center and availability of supervisors.
Students placed great value on the availability of supervisors to provide guidance and coaching.
The most commonly cited motivating factors to enroll, or experienced during the PhD training included: high level of supervisors' commitment (67%), availability of funds to support PhD research (63%), PhD training attached to a research grant (25%), availability of a regular stipend (25%), and availability of downloadable training modules (23%).
