Trainee identity development and the general practice supervisory relationship. A critical realist perspective.

This thesis provides a theoretical framework for the identity development of general practice trainees; particularly within the context of the supervisory relationship. This is important because a clinician’s professional identity frames their clinical practice. Identity development happens in the context of relationships and the supervisory relationship is a key relationship for general practice trainees. The work of this thesis draws on empirical data and takes a critical realist approach to theory building. The framework will inform general practice training in Australia so that training can effectively support the identity development of trainees within their supervisory relationships.