Guidance for providing effective feedback in clinical supervision in postgraduate medical education: a systematic review

Weallans, Jessica; Roberts, Caroline; Hamilton, Sarah; Parker, Stephen

doi:10.1136/postgradmedj-2020-139566

Cited by 21 publications

(17 citation statements)

References 38 publications

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“…For supervisors, the main goals of progress evaluations was to discuss and give feedback on trainee development and to add structure to the learning process. Weallans, et al have developed a composite model for providing effective feedback in clinical supervision (Weallans et al 2022). In correspondence with this model, supervisors in our study reported that during progress evaluations feedback could be given based on past performance, and trainees could be challenged to seek selfassessment.…”

Section: Utility Of Progress Evaluationsmentioning

confidence: 64%

How progress evaluations are used in postgraduate education with longitudinal supervisor-trainee relationships: a mixed method study

Westein

Koster

Daelmans

et al. 2022

Adv in Health Sci Educ

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The combination of measuring performance and giving feedback creates tension between formative and summative purposes of progress evaluations and can be challenging for supervisors. There are conflicting perspectives and evidence on the effects supervisor-trainee relationships have on assessing performance. The aim of this study was to learn how progress evaluations are used in postgraduate education with longitudinal supervisor-trainee relationships. Progress evaluations in a two-year community-pharmacy specialization program were studied with a mixed-method approach. An adapted version of the Canadian Medical Education Directives for Specialists (CanMEDS) framework was used. Validity of the performance evaluation scores of 342 trainees was analyzed using repeated measures ANOVA. Semi-structured interviews were held with fifteen supervisors to investigate their response processes, the utility of the progress evaluations, and the influence of supervisor-trainee relationships. Time and CanMEDS roles affected the three-monthly progress evaluation scores. Interviews revealed that supervisors varied in their response processes. They were more committed to stimulating development than to scoring actual performance. Progress evaluations were utilized to discuss and give feedback on trainee development and to add structure to the learning process. A positive supervisor-trainee relationship was seen as the foundation for feedback and supervisors preferred the roles of educator, mentor, and coach over the role of assessor. We found that progress evaluations are a good method for directing feedback in longitudinal supervisor-trainee relationships. The reliability of scoring performance was low. We recommend progress evaluations to be independent of formal assessments in order to minimize roles-conflicts of supervisors.

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Section: Utility Of Progress Evaluationsmentioning

confidence: 64%

How progress evaluations are used in postgraduate education with longitudinal supervisor-trainee relationships: a mixed method study

Westein

Koster

Daelmans

et al. 2022

Adv in Health Sci Educ

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“…Medical educators are proposing a variety of teaching reforms for medical students at all stages of theoretical teaching, clinical practice, and residency training in order to produce qualified clinical medical personnel for society. [ 15 – 17 ] Emergency medicine is a very distinctive emerging clinical medicine specialty whose level reflects to a certain extent of the comprehensive medical level of a hospital or even a country. [ 18 ] As an inseparable part of emergency medicine, emergency surgery has become an independent discipline with rapid development.…”

Section: Discussionmentioning

confidence: 99%

Application of symptom-based mind mapping combined with PBL teaching method in emergency trauma standardized resident training in MDT model

Liu

Zhang

et al. 2022

Medicine

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Explore the feasibility and effectiveness of accepting mind mapping combined with problem-based learning (PBL) teaching method in the standardized training of emergency surgery residents in the multi-disciplinary team (MDT) model of emergency trauma. Eighty-nine doctors under training who rotated in the Department of Emergency Surgery of the First Affiliated Hospital of Anhui Medical University from January 2021 to January 2022 were selected as the study subjects, and randomly divided into a group receiving mind mapping combined with PBL teaching and a group receiving traditional lecture-based learning teaching. Mini-clinical evaluation exercise (Mini-CEX), direct observation of procedural skills (DOPS), teaching adherence, and satisfaction assessments were completed at the time of discharge from the department. There were no significant differences between the observation and control group trainees in terms of gender, age, education, and entry grades. Both groups of doctors were better able to participate in their respective teaching modes and made significant progress. The participants in the observation group had significantly higher Mini-CEX, DOPS, and teaching satisfaction scores than the control group (P < .05). Under the MDT model of emergency trauma, the combination of mind mapping and PBL teaching can improve the comprehensive clinical ability of the trainees more than participating in the traditional lecture-based learning teaching, which is worth promoting and implementing in the clinical standardized training.

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“…In medical education, the most common form of supervision is clinical supervision, which consists of oversight of day-to-day clinical performance with regular feedback 13. The benefits of effective clinical supervision in facilitating learning and performance have been widely recognised in both the medical and nursing literature 14–19. Common features of effective supervision in medicine, pharmacy and nursing literature include availability of supervisor, informative feedback, effective communication and a supportive relationship between the supervisor and the supervisee 18–22.…”

Section: Introductionmentioning

confidence: 99%

Contribution of supervision to the development of advanced practitioners: a qualitative study of pharmacy learners’ and supervisors’ views

et al. 2022

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ObjectiveTo apply educational theory to explore how supervision can contribute to the development of advanced practitioners using the example of several postregistration primary care training pathways for pharmacy professionals (pharmacists and pharmacy technicians).DesignQualitative semistructured telephone interviews applying Billet’s theory of workplace pedagogy for interpretation.SettingEngland.ParticipantsFifty-one learners and ten supervisors.Primary outcomeContribution of clinical and educational supervision to the development of advanced practitioners in primary care.ResultsFindings were mapped against the components of Billet’s theory to provide insights into the role of supervision in developing advanced practitioners. Key elements for effective supervision included supporting learners to identify their learning needs (educational supervision), guiding learners in everyday work activities (clinical supervision), and combination of regular prearranged face-to-face meetings and ad hoc contact when needed (clinical supervision), along with ongoing support as learners progressed through a learning pathway (educational supervision). Clinical supervisors supported learners in developing proficiency and confidence in translating and applying the knowledge and skills they were gaining into practice. Learners benefited from having clinical supervisors in the workplace with good understanding and experience of working in the setting, as well as receiving clinical supervision from different types of healthcare professionals. Educational supervisors supported learners to identify their learning needs and the requirements of the learning pathway, and then as an ongoing available source of support as they progressed through a pathway. Educational supervisors also filled in some of the gaps where there was a lack of local clinical supervision and in settings like community pharmacy where pharmacist learners did not have access to any clinical supervision.ConclusionsThis study drew out important elements which contributed to effective supervision of pharmacy advanced practitioners. Findings can inform the education and training of advanced practitioners from different professions to support healthcare workforce development in different healthcare settings.

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Guidance for providing effective feedback in clinical supervision in postgraduate medical education: a systematic review

Cited by 21 publications

References 38 publications

How progress evaluations are used in postgraduate education with longitudinal supervisor-trainee relationships: a mixed method study

How progress evaluations are used in postgraduate education with longitudinal supervisor-trainee relationships: a mixed method study

Application of symptom-based mind mapping combined with PBL teaching method in emergency trauma standardized resident training in MDT model

Contribution of supervision to the development of advanced practitioners: a qualitative study of pharmacy learners’ and supervisors’ views

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