Introduction:
Medical education in Sweden is going through curriculum changes. The old system with five and a half years of undergraduate training followed by eighteen months of internship before getting a license to practice medicine is currently being replaced by a curriculum, more adapted to European standards, with six years of undergraduate training resulting in a license to practice medicine. This change is affecting the health care system in many ways: from issues in staffing, educational practices, educational organization and medical supervision. There is a gap in educational research in how medical supervisors engage in teaching medical students, specifically in a setting where several things are changing at the same time. How do interns, themselves new to the medical profession, engage in teaching medical students in a new curriculum?

Methods:
Five semi-structured interviews were conducted with interns acting as medical supervisors. A total of 12 respondents participated, in groups with 3-4 participants and two interviews with one respondent. A qualitative, inductive approach was used to analyze the data. We were guided in our analysis by Billetts premises of understanding learning through work. The principles were forwarded to better understand the processes involved so that they can be supported and augmented: 1. Learning is an inevitable result by human acting and thinking and therefore occurs all the time. 2. Engagement in new tasks or creating new ways to perform old tasks in the workplace changes the occupation. 3.Clinical knowledge is accessed by participants engaging in the social and physical environment of the workplace. 4. Learning and development are two separate but interdependent processes.

Results:
Four main themes emerged: Supervising is fun; describing the joy of teaching. Interns have a positive approach and experience of supervising students, which helps them engage in the practice of teaching. Student engagement; indicating that workplace learning and teaching are interconnected activities and that student engagement and supervisor engagement feed off each other, creating a positive learning environment. Prerequisites for engagement; indicating the material needs for supervisors where activities connected to patient care compete for time with teaching and the need for supervisor introduction emerges. Learning to teach; describing supervisors learning to teach while also being new to the medical profession and how they rely on prior experience of being supervised as a blueprint for teaching and learning by doing.

Conclusion:
Medical Interns are accomplished learners who with little introduction can learn to teach medical students while also performing other tasks required of them. This takes a high level of engagement since doing all these things a lot of effort. Interns create the learning environment they and medical students need together with the medical students. This correlates very well with Billetts principles; medical students affect and to some extent create the learning environment they act in. They access clinical knowledge in the working environment, which is largely the same as the learning environment. Engagement is the core theme bringing learning and teaching together. There are prerequisites for engagement, and further research could test if levels of engagement can be positively affected by improving material circumstances for medical supervisors.

Keywords: Medical education, learning environment, healthcare.