Competency-Based Clinical Supervision: Psychotherapy-Based, Theory-Specific Training

2007 ◽  
Author(s):  
Edward P. Shafranske ◽  
Carol Falender
Keyword(s):  
Clinical Supervision ◽  
Specific Training ◽  
Competency Based

scholarly journals A collective case study of supervision and competence judgments on the inpatient internal medicine ward

2021 ◽  
Author(s):  
Tristen Gilchrist ◽  
Rose Hatala ◽  
Andrea Gingerich
Keyword(s):  
Internal Medicine ◽  
Clinical Supervision ◽  
Clinical Teaching ◽  
Senior Resident ◽  
Structured Interviews ◽  
Collective Case Study ◽  
Teaching Unit ◽  
Competency Based ◽  
Trainee Competence

Abstract Introduction Workplace-based assessment in competency-based medical education employs entrustment-supervision scales to suggest trainee competence. However, clinical supervision involves many factors and entrustment decision-making likely reflects more than trainee competence. We do not fully understand how a supervisor’s impression of trainee competence is reflected in their provision of clinical support. We must better understand this relationship to know whether documenting level of supervision truly reflects trainee competence. Methods We undertook a collective case study of supervisor-trainee dyads consisting of attending internal medicine physicians and senior residents working on clinical teaching unit inpatient wards. We conducted field observations of typical daily activities and semi-structured interviews. Data was analysed within each dyad and compared across dyads to identify supervisory behaviours, what triggered the behaviours, and how they related to judgments of trainee competence. Results Ten attending physician-senior resident dyads participated in the study. We identified eight distinct supervisory behaviours. The behaviours were enacted in response to trainee and non-trainee factors. Supervisory behaviours corresponded with varying assessments of trainee competence, even within a dyad. A change in the attending’s judgment of the resident’s competence did not always correspond with a change in subsequent observable supervisory behaviours. Discussion There was no consistent relationship between a trigger for supervision, the judgment of trainee competence, and subsequent supervisory behaviour. This has direct implications for entrustment assessments tying competence to supervisory behaviours, because supervision is complex. Workplace-based assessments that capture narrative data including the rationale for supervisory behaviours may lead to deeper insights than numeric entrustment ratings.

Competency-based Clinical Supervision: Status, Opportunities, Tensions, and the Future

2017 ◽  
Vol 52 (2) ◽  
pp. 86-93 ◽  
Author(s):  
Carol A. Falender ◽  
Edward P. Shafranske
Keyword(s):  
Clinical Supervision ◽  
The Future ◽  
Competency Based

Gaming the system: using transactional analysis to explore dysfunctional processes in clinical supervision

2019 ◽  
Vol 27 (6) ◽  
pp. 645-650 ◽  
Author(s):  
Tony Muller ◽  
Shuichi Suetani ◽  
Jimsie Cutbush ◽  
Stephen Parker
Keyword(s):  
Clinical Supervision ◽  
Face Validity ◽  
Game Playing ◽  
Transactional Analysis ◽  
Fellowship Program ◽  
Supervision Practice ◽  
Competency Based

Objective: This paper discusses the ongoing relevance of concepts derived from transactional analysis to understanding the challenges that can emerge in clinical supervision under the Competency Based Fellowship Program. Conclusions: Defensive game playing has face validity as a framework for understanding dysfunctional processes in clinical supervision. Being aware of these concepts may aid trainees and supervisors in promoting effective clinical supervision practice.

scholarly journals Limitations of Multicultural Supervision in Clinical Neuropsychology

2019 ◽  
Vol 34 (7) ◽  
pp. 1303-1303
Author(s):  
M J Cohen ◽  
M Fredrick-Keniston ◽  
D Jain
Keyword(s):  
Clinical Supervision ◽  
Self Awareness ◽  
Limited Information ◽  
Culturally Competent ◽  
Clinical Neuropsychology ◽  
Multicultural Supervision ◽  
Multicultural Practice ◽  
Competency Based ◽  
General Aspects ◽  
And Training

Abstract Multicultural awareness, competency based clinical supervision, and the clinical neuropsychology subspecialties are areas of growing importance in the psychology field. Specific guidelines exist for multicultural practice, clinical supervision, as well as training in clinical neuropsychology. However, there are significantly fewer resources and training procedures that focus on multicultural supervision, very limited information regarding neuropsychology supervision, and almost non-existent resources that address multicultural considerations in clinical neuropsychology supervision. Objective: This Poster highlights the most important literature regarding general aspects of multicultural supervision in psychology, supervision in clinical neuropsychology, while also introducing ideas and considerations regarding the dire need of multicultural supervision in clinical neuropsychology. Method The authors reviewed the literature regarding general aspects of multicultural supervision in clinical psychology, supervision in clinical neuropsychology, and additionally highlighted the gaps related to supervision in multicultural neuropsychology. Finally, they introduced ideas to address some of the needs in the arena of supervision in multicultural neuropsychology. Discussion Available resources that explore, delineate, or evaluate competent multicultural supervision in clinical neuropsychology are absent. Partially, the limited understanding of - and research that focuses on - the influence of diversity in neuropsychological assessment and interventions might explain the lack of resources allotted to competent multicultural supervision in clinical neuropsychology. It is proposed that in clinical, neuropsychology supervisory process (as in therapy supervision) should include a culturally competent supervisor who can assist in the development of self-awareness, knowledge, and skills in order to provide interventions that understand, honor, and respect the clients’ multiple diversity dimensions.

scholarly journals Trusting our trainees: competency-based training of cardiologists using Entrustable Professional Activities (EPA)

2020 ◽  
Vol 41 (Supplement_2) ◽  
Author(s):  
R Beeri ◽  
F.C Tanner ◽  
O Ten Cate ◽  
M Ros ◽  
P Kirchhof
Keyword(s):  
Medical Education ◽  
Core Curriculum ◽  
Clinical Care ◽  
Quality Care ◽  
Entrustable Professional Activities ◽  
Core Knowledge ◽  
Specific Training ◽  
Professional Activities ◽  
Competency Based ◽  
Education Conference

Abstract   Assessment of trainees is a core activity of educators, ensuring that trainees can be trusted to provide high quality care with no supervision. Training and the demands on trainees have changed with specialization, need for more technical skills, digitization, needs for teamwork and greater communication skills. Competency-based medical education was introduced to capture these changing needs for trainees. The 7th ESC Education Conference – “From competence to good clinical care” – brought together national directors of training (39), young cardiology representatives (7), patients (7), ESC partners in education (10), and the ESC Education Committee (22) to discuss contemporary challenges in cardiology training and Entrustable Professional Activities (EPAs)-based solutions. Methods Pre- and post-conference surveys were conducted. The different issues were discussed in 4 workshops: core knowledge and evidence, skills and competence, performing into context, and training the trainers. Results Pre-conference, 90% of respondents believed that trainees should be certified only when they can be entrusted to perform in an unsupervised fashion, and 84% thought that specific training for educators should be required. From the workshops 4 themes emerged: 1) Core knowledge and evidence: rotations to different centres are needed to enable trainees to meet EPA requirements. 2) Skills and competence: a learning agreement between trainers and trainees should be established with protected time to achieve EPAs, and patient feedback on trainee performance should be obtained. 3) Performing into context (when is a trainee ready to practice): clinicians do informal assessment on a daily basis; EPAs formalize this with regular observation linked with progression in responsibility. 4) Train the trainer: good doctors are not automatically good trainers and should be required to undergo specific training themselves. We reviewed complex training frameworks such as the Canadian Medical Education Directives for Specialists (CanMEDS) that contains too many components to be useful for clinical teachers. EPAs were identified as a practical way to implement competency-based cardiology training across the ESC. The 2020 ESC Core Curriculum contains EPAs that a cardiologist should be able to perform independently by the end of training. Post-conference there was unanimous agreement (100%) that EPAs are a valuable concept in training. A majority of participants (69%) agreed that EPA's are applicable in practice today. Conclusion Trainee assessment is a daily challenge for educators. The ESC Education Conference identified distinct goals to be achieved before, during and at the completion of a training programs. The EPA concept was widely accepted as an efficient method to monitor trainees progress, while trusting them to perform activities in which they are proficient. Trusting our trainees should be a major educational goals for cardiologists in Europe. Funding Acknowledgement Type of funding source: None

scholarly journals Training Models in Professional Psychology Education (A Literature Review)

2016 ◽  
Vol 31 (4) ◽  
pp. 149-159
Author(s):  
Anrilia E. M. Ningdyah ◽  
Edward Helmes ◽  
Claire Thompson ◽  
Garry Kidd ◽  
Kenneth Mark Greenwood
Keyword(s):  
Theoretical Foundation ◽  
Empirical Studies ◽  
Training Model ◽  
Professional Psychology ◽  
Specific Training ◽  
Psychology Programs ◽  
Psychology Education ◽  
Training Models ◽  
Competency Based ◽  
Intense Debate

Intense debate on training models used in professional psychology education, including discussion on the specific training models most appropriate for educating future psychologists is far from finished. The authors reviewed articles discussing training models including results of empirical studies in professional psychology programs, which were published in several psychology journals databases (1949 to 2014). The authors have identified (a) the scientist-practitioner; (b) the practitioner model and its derivatives; (c) the clinical-scientist; and (d) the competency-based models. This article also outlines the historical development of each model and a consideration of the main principles espoused by each training model. It seems that discussion on the concept of training models and empirical studies on how these models are used in professional psychology programs outside the context of Western countries, is rare. Thus, this review could serve as a theoretical foundation for the implementation of a study aimed at filling the gap in the discussion of professional psychology program curricula, including the training models used, especially in other contexts than the Western.

Do Supervisors Agree With A Competency-Based Approach to Clinical Supervision?

2007 ◽  
Author(s):  
Jeffrey A. Rings ◽  
Masty D. Hall ◽  
Matthew C. Genuchi ◽  
Mary-Ashley Angelo
Keyword(s):  
Clinical Supervision ◽  
Competency Based
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