Clinical supervision: What do the supervisors and residents think? (original) (raw)
Related papers
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.
Evaluating Dental Clinical Supervision with the Maastricht Clinical Teaching Questionnaire
Zenodo (CERN European Organization for Nuclear Research), 2022
This research described faculty and student perceptions regarding clinical supervision in a Philippine dental school. It identified the factors which affect faculty and student perceptions, and whether both perceptions are congruent. Forty-eight faculty and two hundred ninety-five students (N=343) of a private dental university in the Philippines answered the Maastricht Clinical Teaching Questionnaire (MCTQ). Survey results showed both faculty and students had positive assessments of clinical supervision, however, their ratings of the domains differed. The faculty had a significantly positive overall assessment than the students, according to the two-sample Kolmogorov-Smirnov test conducted. Two-tailed T-tests revealed that student perceptions were not affected by sex and year level. On the other hand, ANOVA revealed that faculty perceptions were affected by the number of years in teaching, with 'experts' having more positive ratings. There is a significant difference in faculty and student perceptions on clinical supervision. Faculty characteristic, specifically number of years in teaching, has a significant difference in faculty perception on clinical supervision.
2021
Background Clinical supervision is a supporter for learners and paves the way for effective and efficient learning in clinical settings. This study aimed to explain the responsibilities of clinical supervisors in clinical education wards to improve the professional skills of medical students.Methods: In this qualitative study, we used the conventional content analysis approach. The sample consisted of 16 faculty members of Iranian universities of medical sciences and medical graduates. Purposeful sampling and semi-structured interviews were used to collect data. The Granheim and Landman method (2004) was used to analyze the data.Results: From the analysis of interviews, 2 themes, 8 categories, and 18 subcategories were obtained. "Clinical supervisor responsibilities” as a theme includes the categories: “Creating motivation in learner”, “Learner's need recognition”, “Performance evaluation”, “Creating learning opportunities”, and “Professional ethics education”. And, the sub...
Creative Education
Introduction: Given the shortage of primary care physicians, faculties of medicine have been seeking ways to encourage medical students to opt for family medicine as their career choice. The Faculty of Medicine in Geneva decided to incorporate a mandatory one-month rotation during clerkship in a primary care physician's private office. Such a learning environment offers a privileged opportunity for the student but represents a considerable challenge for clinical teachers. With the goal of identifying training priorities, we sought to investigate the differences in perception of clinical supervision held by clinical teachers and by students. Methods: Cognitive apprenticeship is a well-established theoretical framework for studies on clinical supervision. The Maastricht Clinical Teaching Questionnaire, based on this theory, measures
In search for better practices there has been a plethora of research in preservice teacher training. To contribute to the literature, the current study aims at investigating teacher trainees’ and cooperating teachers’ views about the performance and contribution of supervisors during teaching practice after using Clinical Supervision Model. Experimental in design, the study gathered both qualitative and quantitative data from participants in the experimental (n= 108 CT; n= 191 TT) and control (n=32 CT; n=100TT) groups. The findings revealed that there are statistically significant differences in participants’ evaluations of their university supervisor in favor of the experimental group, suggesting the implementation of Clinical Supervision Model for teaching practice.
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...
CLINICAL SUPERVISION - SUPERVISORY MODELS, STYLES AND STRATEGIES (Atena Editora)
CLINICAL SUPERVISION - SUPERVISORY MODELS, STYLES AND STRATEGIES (Atena Editora), 2022
Supervisory processes imply a relationship between a supervisor and a supervisee that is intended to be fruitful and conducive to an adequate and contextualized development of personal, technical and professional skills. In order to obtain the best results with this process, it is imperative to adopt supervisory models, styles and strategies that facilitate an effective teaching-learning process. The quality of the teaching-learning process depends on the type of relationships established between students, teachers and practitioners, with a relationship of help and support being essential to increase the levels of satisfaction of those involved. Supervisory models translate an explanatory matrix based on an organized body of concepts or ideas that facilitate the thinking process and guide action, promoting the achievement of effective results in terms of the teaching-learning process. Supervisory styles must be anchored in different methodologies and strategies, based on behaviors, attitudes and expectations in relation to the supervisee, adapting interventions and developing effective communication. The supervisor must face different situations and collect the necessary information to implement a supervisory model of support and monitoring, facilitating the development of the supervisee's skills, based on the outlining of appropriate supervisory strategies.
Reality of Supervisors’ Clinical Supervision Practice in Kuwaiti Public Schools
Journal of Education and Practice, 2018
Teachers’ classroom performance is an important aspect of the learning process. Improving teaching quality lies at the heart of this process, in which evaluation is thought to oversee the quality of classroom instruction. This study aims to examine the practice of clinical supervision by general supervisors in Kuwaiti public schools. To this end, it adopted a descriptive methodology using Serkesian’s (2011) questionnaire as a data collection instrument. The sample consisted of 169 teachers who were randomly chosen from different public schools in different educational districts across Kuwait. Data was processed and codified by using Statistical Package for Social Science software. The results showed that most teachers view their supervisors’ clinical supervision practice positively, and no statistically significant differences were found in their responses with regard to their gender, specialization, educational level, and work experience. However, some clinical supervision areas ha...
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...