Providing physicians with feedback on how they supervise students during patient contacts

Dolmans, Diana; Wolfhagen, H.A.P.; Gerver, Willem‐Jan M.; Grave, Willem S. de; Scherpbier, A. J. J. A.

doi:10.1080/01421590410001683203

Cited by 20 publications

(15 citation statements)

References 9 publications

(19 reference statements)

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“…Student evaluations are one of the methods commonly used to assess clinical teaching skills (Litzelman et al 1998;Ramsey et al 1988;Copeland & Hewson 2000;Hamdy et al 2001;Dolmans et al 2004;McGrath et al 2005;Moore & Kuol 2005). They can be used for performance appraisal and promotion up the academic ladder (Cashin 1999;Berk 2005;Ramani 2006), but also to improve teaching practice (Snell et al 2000).…”

Section: Introductionmentioning

confidence: 99%

Peer group reflection helps clinical teachers to critically reflect on their teaching

et al. 2011

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Background: Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching. Aim: We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting. Method: In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire. Results: Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers. Conclusions: Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.

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Section: Introductionmentioning

confidence: 99%

Peer group reflection helps clinical teachers to critically reflect on their teaching

et al. 2011

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“…Students have to learn, apply and develop their competencies in a real-life clinical context. In medical education research, different social-psychological theories -such as social learning theory, situated learning theory and the ideas of cognitive apprenticeship -are used to frame this comprehensive learning process (Bleakley 2002;Dolmans et al 2004;Dornan et al 2007). In addition to these concepts, we will put forward social comparison theory as a potential part of this theoretical framework.…”

Section: Introductionmentioning

confidence: 99%

Learning in clinical practice: Stimulating and discouraging response to social comparison

2010

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Background: Social comparison theory is relevant for learning in general. In a clinical context, we examined four hypotheses concerning: preferred other to compare with, preferred direction of comparison, response to social comparison and influence of personal social comparison orientation (SCO). Aim: To investigate the relevance of social comparison for clinical workplace learning. Method: Students (n ¼ 437) from nine different hospitals completed two questionnaires measuring their SCO and the direction of and response to their comparisons. t-tests were used to analyse the data. Results: Students substantially did compare. They preferred to compare with peer students more than with residents or staff, and with peers doing better more than with peers doing worse. Their response to social comparison was more often stimulating for learning than discouraging. Students high in SCO reported a stronger stimulating and discouraging response to their comparisons than students low in SCO. Conclusion: Social comparison does play a role in clinical workplace learning. The mainly stimulating response to social comparison indicates a positive learning influence. The preferred comparison with peers emphasizes the role of peers in the learning process. Further research should focus on student comparison behaviour and on situations that strengthen the positive effects of social comparison and reduce the negative or obstructing ones.

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“…The communication and facilitative skills of the teachers, as well as their effort to adapt to the learning level of each trainee play an important role in the outcome [115][116][117][118].…”

Section: Supervision In Medical and Health Settings Models For Medicamentioning

confidence: 99%

A Common Approach for Clinical Supervision in Psychotherapy and Medicine: The Person Centred and Experiential Model

Callifronas¹,

Montaiuti²,

Nina³

2017

J Psychol Psychother

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For over 50 years common supervisory models are being proposed that can be used for different therapeutic approaches. Amongst them two categories are of major interests in order to build a common supervisory approach: structured and developmental models.In the present article we propose a unified model based in person-centred and experiential principles, also integrating principles from structured and developmental models. It can be used for supervision with practitioners originating from a number of modalities, who have completed their studies in psychotherapy and have (at least) some professional experience.The different supervisory details for each therapeutic approach are discussed. Special attention is given to the implementation of the person-centred and experiential model in medical and health settings, where the risk for compassion, fatigue, stress and burnout is important. In the present review we propose the person centred and experiential model as an appropriate common model for efficient supervision with psychotherapy and medicine professionals.

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Providing physicians with feedback on how they supervise students during patient contacts

Cited by 20 publications

References 9 publications

Peer group reflection helps clinical teachers to critically reflect on their teaching

Peer group reflection helps clinical teachers to critically reflect on their teaching

Learning in clinical practice: Stimulating and discouraging response to social comparison

A Common Approach for Clinical Supervision in Psychotherapy and Medicine: The Person Centred and Experiential Model

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