Clinical Supervision: A Review of Underlying Concepts and Developments

Macdonald, J. A.

doi:10.1046/j.1440-1614.2002.00974.x

Cited by 29 publications

(40 citation statements)

References 49 publications

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“…Clinical supervision in current practice has little empirical or theoretical basis 1 . Even the definition of supervision in medicine lacks consistency and is often assumed 6 . The views of supervisors may be different from those of trainees (those doctors enrolled in a specific training program) 6 .…”

Section: What Is Clinical Supervision?mentioning

confidence: 99%

Clinical supervision by consultants in teaching hospitals

Hore

Lancashire

Fassett

2009

Medical Journal of Australia

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Clinical supervision is a vital part of postgraduate medical education. Without it, trainees may not learn effectively from their experiences; this may lead to acceptance by registrars and junior doctors of lower standards of care. Currently, supervision is provided by consultants to registrars and junior doctors, and by registrars to junior doctors. Evidence suggests that the clinical supervision provided to postgraduate doctors is inadequate. Registrars and juniors doctors have the right to expect supervision in the workplace. Impediments to the provision of clinical supervision include competing demands of hospital service provision on trainees and supervisors, lack of clarity of job descriptions, private versus public commitments of supervisors and lack of interest. Supervisors should be trained in the process of supervision and provided with the time and resources to conduct it. Those being supervised should be provided with clear expectations of the process. We need to create and develop systems, environments and cultures that support high standards of conduct and effective clinical supervision. These systems must ensure the right to supervision, feedback, support, decent working conditions and respect for both trainees and their supervisors.

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Section: What Is Clinical Supervision?mentioning

confidence: 99%

Clinical supervision by consultants in teaching hospitals

Hore

Lancashire

Fassett

2009

Medical Journal of Australia

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“…Although Milne and Westerman (2001), and Milne and James (2002) tested Kolb's (1984) model, finding some support for his emphasis on emotional processing as a necessary condition for learning, such general models may not reflect current understanding. This is because emotions within the supervision process are now starting to receive more recognition from researchers (Macdonald, 2002), so Kolb's (1984) account may require updating. For example, it is not clear how the emotion control mechanism works.…”

Section: Introductionmentioning

confidence: 99%

Getting to the Heart of Clinical Supervision: A Theoretical Review of the Role of Emotions in Professional Development

Lombardo

Milne

Proctor

2009

Behav. Cogn. Psychother.

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Background:The importance of supervision is increasingly recognized, yet it remains little understood, impairing research and practice. Specifically, the CBT supervision model provides a relatively "heartless" account of professional development, which may undermine its effectiveness. Method: A theoretical review of emotions in supervision and learning is provided, to summarize relevant theoretical and empirical literature. The objectives are to clarify the role of emotions in CBT supervision, and to use this understanding to outline an emotionally-attuned model, illustrating its application to two critical aspects of CBT supervision (the development of a learning alliance and enhancing professional competence). Conclusion:The reviewed literature (theory and research evidence) supports the explicit and systematic incorporation of emotions into CBT supervision. Conceptually, this can be achieved by integrating Lazarus's (1991) general theory of emotion with the CBT model. The illustrations of this augmented model indicate its value in understanding and managing both the "rupture-repair" cycle that can affect the supervisory alliance, and the "deskillingdevelopment" pattern that appears to be necessary for the acquisition of competence. We propose that CBT supervision might usefully be guided by our expanded model, as this affords greater internal consistency and may be more effective educationally.

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“…Yet the methods and manner of supervision are possibly the least researched areas in medical education. 1,2 To our knowledge, only three Australian studies have attempted to systematically gain insight into how trainee psychiatrists perceive their supervision. 3 Á 5 In this qualitative study, we explore the role of the supervisor as seen by a group of trainee psychiatrists.…”

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confidence: 99%