Table 4 Nature of learning relationship across various educational roles

Level of commitment involved

Relatively minimal: usually unaware and passive in practice, but effective when intentional and active

Intermediate – time needed for teaching relationship to form

Intermediate – ensure patient safety + resident development

Intermediate – ensure mastery of skills

High – psychosocial support as well as professional support

Type of commitment

Voluntary/involuntary

Voluntary/involuntary

Voluntary/involuntary

Voluntary/involuntary

Voluntary

Nature of trust

Professional and personal

Task and interpersonal balance

Either or both

Balanced

Key to successful interaction/ relationship

Display of positive attributes

Safe and productive learning environment: Trusting and proactive, protected teaching time trusted by teacher

Safe space for learning, balance of trainees educational development and patient safety

Safe space for practicing skill to attain mastery, non-evaluative role

Personal connection built on shared values, mutual respect, commitment and trust

Duration of interaction

Episodic and random

Variable length depending on curriculum planning, from one session to a few years

Until supervisor is confident of supervisees’ skills

Time limited, current

Until coach attains mastery of goal

Time limited, current

Lifelong – evolves into friendship, gain colleague/Peer

Long-term, future oriented

Transactional nature of relationship

-

Psychosocial Support

-

Providing constructive feedback about professional competency

As well as personal issues

Control

Passive in practice

Tutor directed

Supervisor directed

Learner directed

Mentor and mentee directed with repeated exchanges