This chapter aims to examine the indirect effect of clinical learning environment in the relationship between supervisory styles (participative and abusive supervisions) and talent development in the healthcare setting. A questionnaire-based survey was implemented to collect the data. The data was collected from 355 junior doctors in six Malaysian public hospitals. The partial least squares based structural equation modeling (PLS-SEM) was used to test the hypotheses. The main findings are: (1) clinical learning environment has a strong positive indirect effect on the participative supervision-talent development link. This reveals that a conducive clinical learning environment that allows empowerment leads to talent development and (2) clinical learning environment has a strong negative indirect effect on the abusive supervision-talent development link. This implies that junior doctors who feel abused have reduced capacity to work and participate in the learning environment which consequently affects their talent development. The result of this study is consistent with theoretical propositions that clinical learning environment indirectly affects the relationship between participative supervision-talent development and abusive supervision-talent development. This study contributes to the clinical learning environment literature by providing empirical support towards identifying clinical learning environment as the underlying mechanism that accounts for the participative supervision-talent development and abusive supervision-talent development relationships.
Part of the book: Medical and Surgical Education