Constructing Professional Identity in an Online Graduate Clinical Training Program: Possibilities for Online Supervision

Abstract

While distance education is solidly entrenched in the American educational scene, clinical supervision using distance learning technology is not yet so clearly accepted. A review of the literature found very few studies of the use of Internet technology for clinical supervision. This study used semi-structured interviews combined with Giorgi's method of phenomenological analysis of experiences of students and site supervisors involved in one university's clinical training program. The purpose of the study was to examine the process by which master's degree students are able to construct their professional identity in an online environment. Both supervisors and students reported phenomenological evidence that professional identity can in fact be constructed through group interactions based in an Internet class experience.

Virtual Relationships and Systemic Practices in the Digital Era

“…Compared to supervisors, supervisees were significantly more comfortable with supervision conducted solely online. This result may be related to the generational difference of most supervisors being "digital immigrants" and most supervisees being "digital natives" (Prensky 2001;Bacigalupe 2010;Perry 2012). Online supervision was perceived to be appropriate in meeting distance needs (57.1%), or as an adjunct to face-to-face supervision (31.6%), especially after comfort and confidentiality have been established (11.3%) (Twist et al 2016).…”

Revista completa

“…En ella también se comparten experiencias y aprendizajes de forma que la práctica cotidiana y el aprendizaje quedan completamente unidos en su interior. En el caso de las comunidades virtuales, como escenario de práctica mediado por las tecnologías, éstas últi-mas conllevan un papel primordial que enlazan las actividades de cada miembro mediante servicios de mensajería, redes sociales, aulas virtuales, administradores de archivos, páginas Web, entre otras herramientas y aplicaciones (Wayne, 2012).…”

making of a practitioner: understanding the lived experience of developing professional identity in didactic physician assistant students

“…Social aspects of the identification process are important to understand when examining the complexities of professional identity and its development (Monrouxe, 2010;Perry, 2012;Thistlethwaite, 2014). Research confirms that humans learn from their social situations (Beckett & Gough, 2004;Burford et al, 2013).…”

“…The social components to the process are often emphasized in clinical phase education, but can be incorporated into didactic settings by putting students in situations designed for social engagement. By creating opportunities for situated learning, developing learning communities, or providing professional socialization, professional identity can develop within an appropriate context and culture (Beckett & Gough, 2004;Mann, 2011;Perry, 2012;Shiner & Howe, 2013). Role-modeling and mentoring have a significant effect on identity development and can influence a student in both positive and negative ways (Finn et al, 2010;Gingsburg & Lingard, 2011;Thistlethwaite, 2104).…”

“…Because it is linked to self-direction and adult learning (Beckett & Gough, 2004) it is valuable to seek more understanding about the complex construction of identity and how it is developed at an individual's own pace (Perry, 2012;Beckett & Gough, 2004). The social aspects of learning are also very important in the process (Helmich et al, 2012) and creating a learning environment that supports professional identity development is essential.…”