Learning the Tricks of the Trade: The Need for Specialty-Specific Supervisor Training Programs in Competency-Based Medical Education

Bogie, Bryce J. M.; Harms, Sheila; Saperson, Karen; McConnell, Meghan

doi:10.1007/s40596-016-0598-8

Cited by 7 publications

(8 citation statements)

References 8 publications

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“…11 It is different from traditional classroom teaching and occurs in clinical settings with patients. 12 The complexity of this role makes it hard to precisely define good supervisory practice in clinical setting, hence demands more research to enhance the quality of supervision. 13 Moreover, it is believed that the faculty development programs are based on expert frameworks without taking into consideration the learning areas of supervisors.…”

Section: Introductionmentioning

confidence: 99%

Clinical supervision: What do the supervisors and residents think?

Orakzai¹,

Sethi

Victor

et al. 2020

TPMJ

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Objectives: To assess the clinical supervisors’ performance in the workplace as perceived by themselves and their trainees to determine their educational needs. Study Design: Multisite Descriptive Cross-sectional. Setting: Department of Medicine, Surgery and Dentistry at Nine Public and Private Teaching Hospitals of Rawalpindi/Islamabad. Period: 1st March 2018 till 31st January 2019. Material & Methods: Data were collected from clinical supervisors and their trainees using modified Maastricht Clinical Teaching Questionnaire (mMCTQ) to assess clinical supervisors’ modelling, coaching, scaffolding, articulation, Reflection, exploration, and learning climate for trainees’ clinical practice. Descriptive and inferential statistics were calculated using SPSS v.23. Results: A total of 37 supervisors and 135 trainees participated in the study. The overall agreement was low on observing multiple trainee-patient encounters (Mean=3.64±1.17; 3.24±1.10), delivering effective feedback (Mean=3.89±0.91; 3.60±1.04), discussing rationale for trainees’ actions (Mean=3.92±0.69; 3.65±0.97) and consistently demonstrating clinical tasks (Mean=3.97±0.87; 3.46±0.79). The trainees significantly (p<0.05) differed from their supervisors’ perceptions in their supervisors’ abilities to help them become aware of the gaps in their knowledge and skills, ask and also encourage questions, and adjust teaching activities to reach the trainees level of experience. Conclusion: The study highlighted multiple issues with supervision regarding observation of trainee-patient encounters, deliver effective feedback, and demonstrate clinical tasks. The agreement of trainees on their supervisors’ educational abilities is lower than that of supervisors. There is a need for structured training with protected time for clinical supervision.

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Section: Introductionmentioning

confidence: 99%

Clinical supervision: What do the supervisors and residents think?

Orakzai¹,

Sethi

Victor

et al. 2020

TPMJ

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“…1,3 Unlike the standards of competence required of physicians, medical teachers and clinical supervisors are not required to demonstrate mastery of teaching and supervisory competencies before adopting their respective roles as medical educators. 5,6 This has led to a call for training and faculty development programs for all medical educators. [5][6][7][8][9][10][11] Previous faculty development programs have focused on training medical educators according to general teaching strategies applicable to all medical specialties.…”

Section: Introductionmentioning

confidence: 99%

“…5,6 This has led to a call for training and faculty development programs for all medical educators. [5][6][7][8][9][10][11] Previous faculty development programs have focused on training medical educators according to general teaching strategies applicable to all medical specialties. 9,12,13 For example, Dewey and colleagues recently proposed a framework that focuses on assessing medical educators' competence on educational entrustable professional activities.…”

Section: Introductionmentioning

confidence: 99%

“…For example, medical teaching traditionally occurs in the classroom with many learners and is structured and planned, whereas clinical supervision occurs in a clinical environment with one or a few learners, and typically involves spontaneous, less structured bedside teaching. 5,17 This distinction is important because many different conceptions of teaching have been identified, each being more or less applicable in different contexts. 19 How educators conceptualize their teaching roles may directly affect how they teach and, by extension, the quality of teaching their learners receive.…”

Section: Introductionmentioning

confidence: 99%

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From good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry

et al. 2019

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Background: The shift in postgraduate medical training towards a competency-based medical education framework has inspired research focused on medical educator competencies. This research has rarely considered the importance of the learning environment in terms of both setting and specialty-specific factors. The current study attempted to fill this gap by examining narrative comments from psychiatry faculty evaluations to understand learners’ perceptions of educator effectiveness. Methods: Data consisted of psychiatry faculty evaluations completed in 2015-2016 by undergraduate and postgraduate learners (N= 324) from McMaster University. Evaluations were provided for medical teachers and clinical supervisors in classroom and clinical settings. Narrative comments were analyzed using descriptive qualitative methodology by three independent reviewers to answer: “What do undergraduate and postgraduate medical learners perceive about educator effectiveness in psychiatry?” Results: Narrative comments were provided on 270/324 (83%) faculty evaluation forms. Four themes and two sub-themes emerged from the qualitative analysis. Effective psychiatry educators demonstrated specific personal characteristics that aligned with previous research on educator effectiveness. Novel themes included the importance of relationships and affective factors, including learner security and inspiration through role modeling Conclusion: Contemporary discussions about educator effectiveness in psychiatry have excluded the dynamic, relational and affective components of the educational exchange highlighted in the current study. This may be an important focus for future educational research.

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“…Bogie et al [10] highlight the need for specialty-specific supervisor training toward competency-based education. For psychiatry, we believe it would be important to have such training in all the subdisciplines involved in producing a wellrounded psychiatrist (e.g., research methods, psychopharmacology, child and adolescent psychiatry).…”

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confidence: 99%