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Short Course in Undergraduate Clinical Supervision:

Short Course in Undergraduate Clinical Supervision: The effect on personal and professional growth in both supervisors and students San Schmutz, Elize Archer, Martie van Heusden. Background. Course developed by CHSE in 2007 Evaluated 2007/8 to determine appropriateness of content

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Short Course in Undergraduate Clinical Supervision:

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  1. Short Course in Undergraduate Clinical Supervision: The effect on personal and professional growth in both supervisors and students San Schmutz, Elize Archer, Martie van Heusden

  2. Background • Course developed by CHSE in 2007 • Evaluated 2007/8 to determine appropriateness of content • Course was adapted

  3. Research question Does the Short Course in Undergraduate Clinical Supervision have an effect on both students and supervisors in the clinical context?

  4. Supporting Literature (1) “Staff development can provide clinicians ...new knowledge and skills about teaching and learning...can also reinforce or alter attitudes or beliefs about education.” • Godfrey J, 2004

  5. Supporting Literature (2) “Clinical supervision seems to help trainees gain skills more rapidly...students need input from a supervisor” • Weiss V, 1998

  6. Participants were from two of four Short courses(2010) Participants included: Mentors Clinical supervisors Clinicians The necessary ethical clearance was obtained. Methodology (1)

  7. Data (qualitative and quantitative) Obtained before and after attendance Course participants: self-assessment questionnaires semi-structured individual interviews videos of simulated student facilitation sessions Students: reflection Methodology (2)

  8. Self Assessment Questionnaire (SAQ) • Importance and Competence in the following areas of supervision: • Planning • Organizing • Directing • Controlling • Assessing • Communicating

  9. SAQ analysis and findings • T test/ Paired T test • Competence: all areas (except motivating) a statistical significant higher rating after course • Importance: no statistically significant change

  10. Competence and Importance

  11. Post Course phrases Relationship with students Mutual respect Facilitation Leader SAQ open ended questions analysis and findings Pre Course phrases Encourage Advise practical issues Outcome based Students apply knowledge Acknowledge student strenths and limitations Guiding Break information in small chunks

  12. Semi Structured Interviews • After completion of course • Recorded, transcribed and analyzed • First step analysis, a list was made of all phrases used by the participants. Then a frequency table was constructed • Majority indicated improvement in the supervision

  13. After Support Advice Clarify Direction Common terms: assist, demonstrate, guidance Student reflections on expectations of supervisor Before Ask questions Transfer knowledge and expertise Fill knowledge gap Input Aware of student shortcomings

  14. Students reflections “Very big impact – makes you enjoy the block or not” “Facilitator helped to point out areas that still needed work on and helped to facilitate how to work on it in the future” “Positive impact on my learning. I understand things better, learnt skills and new info I will need in the future”

  15. Statistically significant improvement in professional and personal growth Students' reflections highlighted various categories used in evaluating the effect of supervisors Discussion

  16. Thank You • The Class of 2010 • Sugnet Lubbe • CHSE • FIRLT • Martie and Elize

  17. References • Godfrey J, Dennick R and Welsh C. 2004. Training the trainers: do teaching courses develop teaching skills? Medical education. 38:844 - 847. • Weiss V, Heedlman R. To teach is to learn twice: residents teachers learn more. Arch Pediatr Adolesc Med. 1998: 152: 190 - 192

  18. Questions

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