The functions of supervisors of resident physicians (MIR) have been described in a recent article.1

The results of a survey of the opinion of dermatology residents regarding their supervisors have also been analyzed.2 The view of the supervisors themselves regarding their supervisory activity now remains to be determined. To this end, we performed a study with the objectives of determining the characteristics of MIR supervisors in dermatology, evaluation of their work, and knowledge of their needs in order to improve their supervisory activity.

We performed an observational prospective study, which included Spanish dermatology MIR supervisors registered by the Spanish Academy of Dermatology and Venereology (AEDV), using a questionnaire designed and distributed in February 2019 by AEDV (Table 1).

A descriptive statistical analysis of the qualitative variables was performed using the software program Excel (Microsoft Office 365), and a linear regression was performed to determine the representativity of the sample.

Limitations of the study include the fact that the study was not able to include all the dermatology supervisors in Spain and the fact that the questions in the questionnaire have not been validated.

Of a total of 94 supervisors on the AEDV list, 65 responded to the questionnaire (response rate, 69%). Of these, 93.8% had been dermatologists for at least 5 years, and 40.6% had been supervisors for at least 5 years and 32.5% for at least 2 years.

Regarding the reasons why these dermatologists were supervisors, 64.1% responded that it was their own decisions, whereas 26.6% undertook this role at the request of their department head.

A total of 56.3% stated that they did not have time free from patient-care duties to dedicate to teaching work. Where this allocated time was available, it was adhered to in 77.8% of cases.

Interviews with MIR residents were performed by 90.3% of supervisors, and 48.2% of supervisors considered the interview as an assessment tool. The resident's logbook was rated positively as an assessment tool by 83.6%.

A total of 52.5% attended courses or conferences on teaching, but 86.9% considered them necessary for their work as supervisors. Difficulty in attending courses or conferences was experienced by 51.6%, as only 21.3% had days assigned for these courses. Organization of training courses for supervisors by AEDV was considered useful by 95.1%.

A total of 88.5% stated that they felt valued by the residents, 85.3% had the support of their department heads, and 78.7% had the support of the rest of their team, although only 75.4% of these understood the functions of the supervisor. When asked, 88.5% of supervisors said they would like to continue being supervisors.

And 80.3% said that what they needed for their teaching work was time off patient-care duties (Appendix B, Table 2).

The role of the supervisor in the training of MIR residents is essential.3,4 We can deduce from the results of the survey that supervisors have a strong teaching vocation that does not wane over time, despite the difficulties involved. Supervisors require time off from their patient-care work and specific teaching training.

Time and training would help supervisors to develop in their MIR residents some of the tools required to allow them to meet the challenges they will face in their professional careers, in terms of technology5,6 and in scientific and humanist terms, all of it relating to the training of Spain's future dermatologists.7–9

In conclusion, it is necessary to continue to commit to training and allocating dedicated time for the supervisors of dermatology residents.