• Khadija Qamar Department of Anatomy, Army Medical College, Rawalpindi, Pakistan
Keywords: Research, Supervisor, Mentor


Interestingly the only constant we always come across is change. The 'change supervisor’s capabilities' have a major role in victory of the program, and on the extent of probable unwanted side-effects. It is necessary to win the support and commitment of the trainees. This acceptance depends extensively on high competency as well as soft skills, including communication skills, the capability to appreciate and to take into thought the views and suspicions of others. The role of a supervisor is to provide directions and motivation, and as a final step be able to implement plans. By increasing the urgency people start telling each other ‘let’s go, we need to change things’. They start building the guiding team. Now this group is powerful enough to guide a big change. The guiding team develops the right vision and strategy for the change effort. People begin to buy in the change which is reflected in their behaviors. Through empowered action, more learners feel able to act and do act on the vision. Momentum builds up as trainees try to fulfill the vision, while fewer and fewer resist change. Supervisors make wave after wave of changes until the vision is fulfilled. The new and winning behavior continues despite the pull of tradition perspectives. The ‘gravitational pull’ of conservative approaches is huge and proportionate but persistent force is required to break the barriers. The proportionate force cannot be generated without developing ‘muscles’ which is essential for the supervisors to act as change agents. This translates into a change that is firm and constant.

Pak J Physiol 2018;14(2):1-2

Author Biography

Khadija Qamar, Department of Anatomy, Army Medical College, Rawalpindi, Pakistan

Professor and Head of Anatomy Department, Army Medical College, Rawalpindi, Pakistan


1. Harden, RN. Curriculam planning and development. In: Dent JA, Harden RM. A practical guide for medical teachers. Edinburgh; New York: Churchill Livingstone/Elsevier; 2010. p. 10.
2. Mortensen C. Change. In: Zalta EN, (Editor). The Stanford Encyclopedia of Philosophy. Fall 2008 Edition. URL:
3. Rosabeth Moss Kanter: The Enduring Skills of Change Leaders. Leader Leader 1999;13(Summer):15–22.
4. Lewin K, LIippit R, White RK. Patterns of aggressive behavior in experimentally created social climates. J Soc Psychol 1939;10:271–299.
5. Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: the SPICES model. Med Educ 1984;18(4):284–97.
6. Harden RM. Ten questions to ask when planning a course or curriculum. Med Educ 1986;20(4):356–65
7. Deluga RJ. Leader-member exchange quality and effectiveness ratings: The role subordinate-supervisor conscientiousness similarity. Group Organiz Manage 1998;23:189–216.
8. Bennis WG. The challenges of leadership in the modern world: introduction to the special issue. Am Psychol 2007;62(1):2–5.


Download data is not yet available.
How to Cite
Qamar K. SUPERVISOR AS A CHANGE AGENT. PJP [Internet]. 30Jun.2018 [cited 4Dec.2020];14(2):1-. Available from: