Competencies to enable learning-focused clinical supervision: a thematic analysis of the literature

Pront, Leeanne; Gillham, David; Schuwirth, Lambert

doi:10.1111/medu.12854

Cited by 50 publications

(47 citation statements)

References 84 publications

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“…These tools are based on the cognitive apprenticeship model, which emphasises the skills of making cognitive processes visible so that they can be understood and learned. Expert opinion exists around other aspects of supervisory practice but most assume a ‘right way’ of supervising and do not sufficiently consider the heterogeneity of practice …”

Section: Introductionmentioning

confidence: 99%

“…Although there is a body of expert opinion on the complex social space that is created when the trainee calls for help, and it is well theorised, this social space has not been well studied. Reviews of the literature on clinical supervision have criticised the lack of observational data supporting current expert opinion . Of the published observational studies, the focus has been on either the act of calling for help (rather than the subsequent interaction) or the supervision of medical students who do not have the independence and development of a senior trainee.…”

Section: Introductionmentioning

confidence: 99%

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The supervisory encounter and the senior GP trainee: managing for, through and with

et al. 2017

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For supervisors and trainees to achieve the educational potential of their supervisory encounters they require flexibility. This depends on understanding the genre of the supervisory encounter, the agendas at play, the options they have in engaging and having the skills to utilise these options. Educators can facilitate supervisors and trainees in acquiring this understanding and these skills. We recommend further research into the genre of the supervisory encounter.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The supervisory encounter and the senior GP trainee: managing for, through and with

et al. 2017

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“…With support from their educators, all students apply theoretical knowledge and skills and learn by actively engaging in increasingly complex activities in the workplace (Billett , Pront et al . ). Students must also develop effective interpersonal and communication skills to manage themselves, their educators and their relationships with stakeholders encountered in these diverse settings (Attrill et al .…”

Section: Introductionmentioning

confidence: 97%

International students in professional placements: supervision strategies for positive learning experiences

Attrill

Lincoln

McAllister

2019

Intl J Lang & Comm Disor

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Background Professional placements are critical elements of speech–language pathology qualifying programmes that can be complex learning environments for international students. Students are supported by placement educators who facilitate their developing skills and competencies for professional practice in these placements. However, strategies that facilitate international students’ learning in placements have not been identified. Aims To identify strategies that are reported by speech–language pathology international students and placement educators to facilitate positive learning experiences and competency development in practice placements. Methods & Procedures This study used an exploratory research design to gather data from four focus groups with international students and five focus groups with placement educators. Thematic analysis was used to identify strategies, and these were interpreted using two theories of learning. Outcomes & Results Four themes were identified that described international students’ placement experiences and learning. For each theme, strategies were identified that placement educators can practically and responsively implement with international students to enable positive placement learning experiences. Conclusions & Implications These strategies support international students to manage acculturative adjustments for the cultural and learning requirements of placements that may facilitate their successful participation, and provide structure to reduce their cognitive load. However, strategies to develop communication skills for practice were less feasible. Through fostering positive placement experiences, these strategies may also facilitate opportunities for educators and international students to share intercultural skills and knowledge that may be transferable to practice.

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“…Common problems identified include the use of small sample sizes (Bogo & McKnight, 2006;Pront, Gillham, & Schuwirth, 2016), unrepresentative samples (Mor Barak, Travis, Pyun, & Xie, 2009), poor conceptualization (Milne et al, 2008), dependence on one source of data (Crow, 2008), interventions poorly described (Dawson et al, 2013a), and reliance on measures that were not psychometrically robust (Creaner, 2014). In some studies, the intervention being applied is not being implemented in ways consistent with best practice.…”

Section: Effectiveness Of Clinical Supervisionmentioning

confidence: 99%

Clinical supervision, burnout and intent to leave: an Australian mixed methods study of community-based allied health professionals

Saxby¹

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ObjectiveClinical supervision is widely recognised for providing professional support, professional development and clinical governance for healthcare workers. Despite the growing uptake of clinical supervision, there have been few studies about the effectiveness of supervision for allied health professionals and fewer studies conducted within the Australian health context. This study aims to identify the perceived effectiveness of clinical supervision of allied health professionals in an Australian metropolitan community health setting. The study also sought to identify those factors that contribute to effectiveness and the relationship between clinical supervision effectiveness, burnout and intention to leave, as well as any profession-specific differences. MethodologyThe research has a two-phase, explanatory-sequential, mixed methods design. In Study 1, participants (n = 82) anonymously completed an on-line questionnaire, administered through the health service's intranet at 8 months post-implementation of the intervention, a structured model of clinical supervision. Study 2, commenced 12 months postimplementation and comprised several focus groups (n = 26), separately attended by supervisees (n = 15), and supervisors (n = 11). The sample was drawn from the population of allied health professionals (N = 120) who were receiving or providing supervision within the study location.The on-line questionnaire sought demographic data, work history and the number and length of supervision sessions. Clinical supervision effectiveness was operationalised using the Manchester Clinical Supervision Scale-26 (MCSS-26©); burnout was measured using the Maslach Burnout Inventory; and intention to leave was operationalised using the Intent to Leave Scale. ResultsEighty-two allied health professionals participated in Study 1, resulting in a 68% response rate. Ages ranged from 24 to 66 years, and females accounted for 89% (n = 71) of all respondents. The professions of occupational therapy, physiotherapy and social work together comprised 73% of the total number of participants. Twenty-six allied health ii professionals participated in the five focus groups of Study 2. All participants were female, with 81% belonging to the professions of occupational therapy, physiotherapy and social work.Overall, clinical supervision was perceived as effective. In the main, supervisee's responses illustrated that supervision provided effective professional support, education and guidance for professional practice.'Time', as well as specific procedural factors, were found to be important in relation to Significant associations were found between clinical supervision effectiveness and burnout and intention to leave. Highly efficacious supervision was significantly and negatively associated with Emotional Exhaustion and Depersonalization. In addition, higher scores on "Finding Time" were significantly correlated with lower scores of Emotional Exhaustion.Effective supervision was significantly and positively associated with Personal Accomp...

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Competencies to enable learning-focused clinical supervision: a thematic analysis of the literature

Cited by 50 publications

References 84 publications

The supervisory encounter and the senior GP trainee: managing for, through and with

The supervisory encounter and the senior GP trainee: managing for, through and with

International students in professional placements: supervision strategies for positive learning experiences

Clinical supervision, burnout and intent to leave: an Australian mixed methods study of community-based allied health professionals

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