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Conferences > AMEE 2021 > Programme > Symposia

Micromanagement during clinical supervision: Characteristics, causes, consequences and faculty devel

Symposium 20 - Micromanagement during clinical supervision: Characteristics, causes, consequences and faculty development strategies

Date:  Monday 30th August
Time:  2000 - 2130 (UK time)
Stream: Room 1


  • Vijay Rajput, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine, USA
  • Monica van de Ridder, Spectrum Health- Michigan State University College of Human Medicine, USA
  • Anuradha Lele Mookerjee, Cooper Medical School of Rowan University, USA
  • Rakesh Surapaneni, Texas A&M College of Medicine, USA
  • Bhawana Arora, Spectrum Health- Michigan State University College of Human Medicine, USA

Summary: Entrustable Professional activities are roadmaps for growth and development of trainees in Graduate Medical Education. This is necessary to help them develop into independent, competent physicians while being adequately supervised. However, when supervision is untimely and excessive, the attendings might be perceived as micromanagers. Micromanagement is defined as a supervisory style of “hovering” and directly commanding all the details, rather than giving space to the trainee assigned to perform the task. The literature on micromanagement is scarce in medical education, and faculty development on this topic is hard to identify. The goal of this symposium is to identify characteristics of a micromanager, its causes, consequences on the learner and learning environment and to build faculty development strategies for micromanagers. 

The consequences of micromanaging behavior could lead to poor supervisor-learner relationship, lower team morale and affect the wellbeing of a trainee. Micromanagers can be detrimental to learner’s autonomy, and their overall competence. They often impact the team in a negative manner. Various factors such as attending’s personal insecurities, their perceived overall responsibilities, fear of reduced patient safety and quality, or the organizational culture can turn them into micromanagers.

Who should participate: Junior, mid career clinical faculty, GME Deans, Administrator, postgraduate trainee.

What will they gain from participating: After an introduction we will cover (a) causes of micromanaging behaviors in faculty. We have developed conceptual framework of micromanagement in clinical settings  that describes a ‘static zone of safety’, that cannot be adjusted to the trainees’ needs. The adaptive attendings on other hand create a ‘flexible zone of safety’, which they can adjust based on their trust in the trainees’ accountability and autonomy. The (b) learner’s perspective will focus on the consequences on motivation, effect on supervisor-learner relationship and  autonomy. The (c) organizational perspective will cover demand on quality, safety and efficiency in clinical care that allow micromanaging behaviors in  faculty that can be a threat to learning environment. We will explore (d) strategies from management literature for faculty development to overcome micromanagement. The discussion will be stimulated through polls, questions, and micromanaging scenarios.

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