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

• Course was adapted

Research question

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

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

Supporting Literature (2)

“Clinical supervision seems to help trainees gain skills more rapidly...students need input from a supervisor”

Weiss V, 1998

Methodology (1)

Participants were from two of four Short courses(2010)

Participants included: MentorsMentors Clinical supervisorsClinical supervisors CliniciansClinicians

The necessary ethical clearance was obtained.

Methodology (2)

Data (qualitative and quantitative) Obtained before and after attendance• Course participants:

– self-assessment questionnairesself-assessment questionnaires

– semi-structured individual interviewssemi-structured individual interviews

– videos of simulated student facilitation sessionsvideos of simulated student facilitation sessions

• Students:

– reflection reflection

Self Assessment Questionnaire (SAQ)

Importance and Competence in the following areas of supervision:

Planning Organizing Directing Controlling Assessing Communicating

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

Competence and Importance

1

2

3

4

51

2

3 Awareness

Importance Competence

SAQ open ended questions analysis and findings

Pre Course phrases

EncourageAdvise practical issuesOutcome basedStudents apply

knowledgeAcknowledge student

strenths and limitationsGuidingBreak information in small

chunks

Post Course phrases

Relationship with students

Mutual respectFacilitationLeader

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

Student reflections on expectations of supervisor

Before

Ask questions

Transfer knowledge and expertise

Fill knowledge gap

Input

Aware of student shortcomings

AfterAfter

SupportSupport

AdviceAdvice

ClarifyClarify

DirectionDirection

Common terms: assist, Common terms: assist, demonstrate, demonstrate, guidanceguidance

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”

Discussion

Statistically significant improvement in professional and personal growth

Students' reflections highlighted various categories used in evaluating the effect of supervisors

Thank You

The Class of 2010 Sugnet Lubbe CHSE FIRLT Martie and Elize

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

QuestionsQuestions