Perceptions of Clinical Supervision in Ambulatory Settings: Do Supervisee and Supervisors See Eye to Eye? (original) (raw)

Clinical supervision: What do the supervisors and residents think?

The Professional Medical Journal

Objectives: To assess the clinical supervisors’ performance in the workplace as perceived by themselves and their trainees to determine their educational needs. Study Design: Multisite Descriptive Cross-sectional. Setting: Department of Medicine, Surgery and Dentistry at Nine Public and Private Teaching Hospitals of Rawalpindi/Islamabad. Period: 1st March 2018 till 31st January 2019. Material & Methods: Data were collected from clinical supervisors and their trainees using modified Maastricht Clinical Teaching Questionnaire (mMCTQ) to assess clinical supervisors’ modelling, coaching, scaffolding, articulation, Reflection, exploration, and learning climate for trainees’ clinical practice. Descriptive and inferential statistics were calculated using SPSS v.23. Results: A total of 37 supervisors and 135 trainees participated in the study. The overall agreement was low on observing multiple trainee-patient encounters (Mean=3.64±1.17; 3.24±1.10), delivering effective feedback (Mean=3.89±...

The experience of physician supervisors with clerkship students: a qualitative study

International Journal of Medical Education, 2011

Objectives: The purpose of this study was to describe fulltime physicians' conceptions of being clinical supervisors when introducing students to professional practice and having dedicated time with their students without the distraction of other clinical duties. Methods: The study was conducted during 2009 at Danderyd University Hospital in Stockholm, Sweden where 61 physicians have had the role of full-time supervisors. Nineteen of these physicians, both male (n = 9) and female (n = 10) varying in age and experience, were interviewed regarding their experience following supervision of firstyear clerkship students which were undertaking five weeks of introductory course in clinical skills. The interviews were transcribed verbatim and thematised using inductive content analysis according to theoretical assumptions of communication theory. Results: Being present in the moment and not having to worry about other clinical duties was identified as the most fundamental theme for supervision. Participants stressed the importance of dedicated time to fulfil their role. Three other themes: being a catalyst for learning; being an expert; and supporting students' sense of coherence, revealed how supervisors support student learning in different ways. Conclusions: Full-time supervision allowed physicians to pay close attention to the student's learning process as well as their interaction with patients or PBL group members. They were able to use their experience and expertise to engage students in their own learning and to give skilful feedback. Furthermore, they were able to create a coherent learning environment for students to realise the true meaning of being a doctor. These factors may become important in design of clinical courses.

How residents view their clinical supervision: a reanalysis of classic national survey data

Journal of graduate medical education, 2010

Concerns over patient safety have made adequacy of clinical supervision an important component of care in teaching settings. Yet, few studies have examined residents' perceptions about the quality and adequacy of their supervision. We reanalyzed data from a survey conducted in 1999 to explore residents' perspectives on their supervision. A national, multispecialty survey was distributed in 1999 to a 14.5% random sample of postgraduate year 2 (PGY-2) and PGY-3 residents. The response rate was 64.4%. Residents (n = 3604) were queried about how often they had cared for patients "without adequate supervision" during their preceding year of training. Of responding residents, 21% (n = 737) reported having seen patients without adequate supervision at least once a week, with 4.5% saying this occurred almost daily. Differences were found across specialties, with 45% of residents in ophthalmology, 46% in neurology, and 44% in neurosurgery stating that they had experienc...

The Core components of three functions of clinical supervision in undergraduate medical education during a clinical course

2021

Objective Attending physicians must holistically consider medical trainees. The quality control aspects of clinical practices and skills development as well as increase in trainees’ knowledge and alleviated stress. Current clinical supervision does not meet the needs of trainees. This study aimed to identify the components of functions of clinical supervision in undergraduate medical education. The process of the literature review was implemented in five phases following the method developed by Carnwell and Daly. The scope of the review was limited to clinical supervision of medical trainees and the functions of clinical supervision models. Methods Using the keywords in combination and separately, they were searched in the databases of PubMed, ERIC, Scopus, and WOS from

Comparison of quality of clinical supervision as perceived by attending physicians and residents in university teaching hospitals in Tehran

PubMed, 2015

Background: Clinical supervision is an important factor in the development of competency in residency program. Attending physicians play a key role in supervision of residents. However little is known about how attending physicians and residents perceive the quality of clinical supervision. The aim of this study was to explore the differences between perceived qualities of supervision in these two groups in different wards in teaching hospitals in Tehran, Iran. Methods: A valid questionnaire were completed by 219 attending physicians and residents from surgery, psychiatry, gynecology, pediatrics, internal medicine, orthopedics and radiology wards in two teaching hospital affiliated to Iran University of Medical Sciences. This questionnaire contained 15 items in regards to supervisory roles, rated on a five point Likert scale (1=never, 2=seldom, 3=sometimes, 4=often, 5=always). Results: Out of 219 participants, 90 (41%) were attending physicians and 129 (59%) were residents. The overall mean±SD scores of perceived clinical supervision achieved by attending physicians and residents were respectively, 4.20±0.5 and 3.00±0.7 which was statistically significant (p<0.05). Attending physicians and residents acquired minimum scores (mean=4.06 and 2.7, respectively) regarding expectation from their supervisor to know and do during training period of residency. Conclusion: It seems that the clinical supervisory does not have an efficient performance in teaching hospitals which needs to be more assessed and improved. Therefore it is suggested that policymakers in medical education system pay more attention to this important issue and enhance some faculty development programs for clinical educators in Iran.

The Development of Supervisory Functions as Experienced by Attending Physicians and Medical Trainees: A Qualitative Directed Content Analysis

Journal of Contemporary Medical Sciences, 2021

Objectives: this study aimed to identify the core components of supervisory functions experienced by attending physicians and medical trainees. Methods: This qualitative study was conducted based on the directed content analysis. Intentional sampling with maximum variation was used to select the required participants among medical trainees and attending physicians in teaching hospitals at Shahid Beheshti and Hamadan University of Medical Sciences, Iran. A semi-structured interview was used as the most important method of data collection in this study. Data saturation was reached after interviewing 20 participants. Results: In this study, 11 categories were identified through performing the interviews. Management supervision includes Academic Discipline and Monitor and follows the implementation of the curriculum. The themes of educational supervision were as follows: Empowering of non-faculty educators, Control over trainees' academic achievement, Supervision of trainees' pe...

Factors influencing the effectiveness of clinical supervision

Journal of Psychiatric and Mental Health Nursing, 2005

Aim: The purpose of the cross-sectional descriptive study was to investigate how nursing students evaluate particular factors of clinical learning environment during their professional placement in hospitals. We explored which factors of clinical environment contribute significantly to students' evaluation of it. Design: A descriptive cross-sectional study. Methods: The sample included 503 nursing students in their second or third year of study at six Slovak universities. A valid and reliable questionnaire, the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale (CLES+T), was used to evaluate the student nurses' experiences and clinical placement. The data were analysed using descriptive statistics, Pearson's chi-square test, multifactorial ANOVA procedure and Pearsons' correlations, and p-value < 0.05 was taken to indicate statistical significance for all comparisons. Results: A significant proportion of students experienced a traditional model of group supervision. Supervision method, supervisory session frequency, and duration of clinical placement had a significant impact on their evaluation of clinical environments. Conclusion: Supervision methods are a significant factor influencing student evaluation of their clinical placement environment. Compared to other European studies, we found a less frequent application of individual supervision and that the Slovak university setting is dominated by a traditional group model of supervision. The study offers a valuable insight into the analysis of factors contributing to improvements in clinical learning environment and models of clinical or workplace training.

The Views of Educational Supervisors on Clinical Supervision

Journal of Education and Practice, 2017

Contemporary educational supervision expresses democratic and leadership focused supervisory approach which consists of collaboration, trust, sharing and improving. The aims of the study are to investigate the answer of how current teacher supervision in Turkey is conducted according to the views of educational supervisors, and to unearth what the general attitudes and evaluations of educational supervisors regarding clinical supervision. A phenemological research design was used in the study. The study group consists of 53 educational supervisors working in the province of Antalya. A structured form consists of both open and close ended questions was delivered to the supervisors participated in the study. Data was gathered oral and written via interviews. A conference lasting six hours on clinical supervision’s aim, processes, techniques, observation and data collecting tools was held for the supervisors within the study. According to the results of the study, current supervision m...