Short Course in Undergraduate Clinical Supervision: The effect on personal and professional growth...
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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
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Background
• Course developed by CHSE in 2007
• Evaluated 2007/8 to determine appropriateness of content
• Course was adapted
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Research question
Does the Short Course in Undergraduate Clinical Supervision have an effect on both students and supervisors in the clinical context?
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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
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Supporting Literature (2)
“Clinical supervision seems to help trainees gain skills more rapidly...students need input from a supervisor”
Weiss V, 1998
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Methodology (1)
Participants were from two of four Short courses(2010)
Participants included: MentorsMentors Clinical supervisorsClinical supervisors CliniciansClinicians
The necessary ethical clearance was obtained.
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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
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Self Assessment Questionnaire (SAQ)
Importance and Competence in the following areas of supervision:
Planning Organizing Directing Controlling Assessing Communicating
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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
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Competence and Importance
1
2
3
4
51
2
3 Awareness
Importance Competence
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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
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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
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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
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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”
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Discussion
Statistically significant improvement in professional and personal growth
Students' reflections highlighted various categories used in evaluating the effect of supervisors
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Thank You
The Class of 2010 Sugnet Lubbe CHSE FIRLT Martie and Elize
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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
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QuestionsQuestions
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