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Medical Teacher Volume 34, 2012 - Issue 7
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Twelve Tips

Twelve tips for supervising research students

Zarrin Seema SiddiquiUniversity of Western Australia, Australia; ZARRIN SEEMA SIDDIQUI, MBBS, MCPS (Psych), MEd Studies, is an Assistant Professor, Medical Education (Assessment) at University of Western Australia and is involved in teaching and supervising postgraduate students in health professions education.Correspondence[email protected]
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Diana R. D. Jonas-DwyerUniversity of Western Australia, Australia; DIANA R. D. JONAS-DWYER BAppSc(Hons), GDip(IS), MSc, PhD, is an Associate Professor, Medical Education (Managed Learning Environment). Her main focus is on supporting teaching and learning in the Faculty of Medicine, Dentistry and Health Sciences through the use of information and communication technologies. She also teaches and supervises in the Health Professional Education suite of courses
Pages 530-533 | Published online: 21 Mar 2012
 
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Abstract

Background: Research supervision is a task that requires a set of abilities and skills. Many academics begin research supervision as novices and develop their abilities and skills through experience over time.

Aim: We aim to provide advice about research supervision to prospective supervisors.

Methods: We used critical reflection of our experiences, including feedback received from students under supervision as well as advice from the literature to develop these tips.

Results: Twelve tips are presented to assist faculty with research supervision.

Conclusion: Research supervision is an important component of many medical academics' work. Beginning supervisors need to understand the dynamics and practicalities of supervision before they embark on this process.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

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