‘It depends’: The complexity of allowing residents to fail from the perspective of clinical supervisors

2021 ◽  
pp. 1-10
Author(s):  
Jennifer M. Klasen ◽  
Pim W. Teunissen ◽  
Erik W. Driessen ◽  
Lorelei A. Lingard
Keyword(s):  
Clinical Supervisors

Current Issues: Advanced Digital Technology for Supervising Graduate Clinicians

2010 ◽  
Vol 20 (1) ◽  
pp. 9-13 ◽  
Author(s):  
Glenn Tellis ◽  
Lori Cimino ◽  
Jennifer Alberti
Keyword(s):  
Real Time ◽  
Digital Technology ◽  
Clinical Training ◽  
State Of The Art ◽  
Clinical Skills ◽  
Slow Motion ◽  
Video Capture ◽  
Microsoft Excel ◽  
Clinical Supervisors ◽  
Training And Supervision

Abstract The purpose of this article is to provide clinical supervisors with information pertaining to state-of-the-art clinic observation technology. We use a novel video-capture technology, the Landro Play Analyzer, to supervise clinical sessions as well as to train students to improve their clinical skills. We can observe four clinical sessions simultaneously from a central observation center. In addition, speech samples can be analyzed in real-time; saved on a CD, DVD, or flash/jump drive; viewed in slow motion; paused; and analyzed with Microsoft Excel. Procedures for applying the technology for clinical training and supervision will be discussed.

The Training of Clinical Supervisors: A Neglected Area

1993 ◽  
Vol 38 (3) ◽  
pp. 282-282
Author(s):  
Brian W. McNeill
Keyword(s):  
Clinical Supervisors

scholarly journals Challenges and solutions to returning to clinical training after research: a multidisciplinary survey of integrated academic trainees in West Yorkshire, United Kingdom

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
C. L. Downey ◽  
J. Bentley ◽  
H. Pandit
Keyword(s):  
United Kingdom ◽  
Clinical Training ◽  
Clinical Work ◽  
Survey Study ◽  
Full Time ◽  
Clinical Supervisors ◽  
Research Activities ◽  
Time Out ◽  
Rapid Transition ◽  
The University

Abstract Background Time out of clinical training can impact medical trainees’ skills, competence and confidence. Periods of Out of Programme for Research (OOPR) are often much longer than other approved mechanisms for time of out training. The aim of this survey study was to explore the challenges of returning to clinical training following OOPR, and determine potential solutions. Methods All current integrated academic training (IAT) doctors at the University of Leeds (United Kingdom) and previous IAT trainees undertaking OOPR in the local region (West Yorkshire, United Kingdom)(n = 53) were invited to complete a multidisciplinary survey. Results The survey was completed by 33 participants (62% response rate). The most relevant challenges identified were completing the thesis whilst transitioning back to clinical work, the rapid transition between full-time research and clinical practice, a diminished confidence in clinical abilities and isolation from colleagues. Potential solutions included dedicated funds allocated for the renewal of lapsed skills, adequate notice of the clinical rotation to which trainees return, informing clinical supervisors about the OOPR trainee returning to practice and a mandatory return to standard clinical days. Conclusions Addressing these issues has the potential to improve the trainee experience and encourage future trainees to take time out of training for research activities.

Experience of clinical supervisors of international medical graduates in an Australian district hospital

2017 ◽  
Vol 41 (4) ◽  
pp. 365 ◽  
Author(s):  
David Henderson ◽  
Pam D. McGrath ◽  
Mary Anne Patton
Keyword(s):  
Healthcare System ◽  
Language Proficiency ◽  
English Language ◽  
District Hospital ◽  
English Language Proficiency ◽  
International Medical ◽  
International Medical Graduates ◽  
Clinical Supervisors ◽  
Medical Graduates ◽  
Junior Staff

Objective Herein we record the experience of clinical supervisors of international medical graduates (IMGs) working as junior staff in a district hospital by examining supervisor perspectives on IMG performance, the factors affecting their performance and the requirements of supervision under these circumstances. Methods The present study had an open-ended exploratory qualitative design. Thirteen 13 open-ended, in-depth interviews were undertaken with supervisors of IMGs employed in a public district hospital in Queensland, Australia. Results The supervisors reported that, although performance was an individual and variable characteristic, IMGs tended to perform less well than Australian graduates and required more intensive supervision. Factors that affected performance were motivation and experience, and specifically lack of familiarity with the Australian healthcare system, lack of recent of practice, education, language, communication and cultural factors. English language proficiency was regarded as crucial to performance. Conclusions The additional work required to supervise IMGs in order to enable them to perform at a satisfactory level and successfully integrate into the Australian healthcare system needs to be recognised and resourced. Assistance with attaining proficiency in English and with communication skills over and above the standard required to pass the International English Language Testing System examination should be seriously considered as a means of improving performance. What is known about the topic? To date, there is little research available about the experience of supervisors of IMGs in Australia. What does this paper add? The findings of the present study make an important contribution to the literature by examining the critical role clinical supervisors of IMGs have in helping IMGs adapt to the Australian healthcare system and ensuring that they are able to provide quality health care. It identifies current challenges and highlights areas in need of attention to ensure a strong healthcare system for Australia. What are the implications for practitioners? Supervisors of IMGs need recognition of the extra time and expertise required in their role if they are to be effectively supported in their endeavours to integrate IMGs into the Australian health workforce. More attention needs to be given to the development of English language proficiency of IMGs, including colloquial usage, and communication in medical practice.

scholarly journals A Mixed-Methods Analysis of Residentsʼ Written Comments Regarding Their Clinical Supervisors

2011 ◽  
Vol 86 ◽  
pp. S21-S24 ◽  
Author(s):  
Kathryn A. Myers ◽  
Elaine M. Zibrowski ◽  
Lorelei Lingard
Keyword(s):  
Mixed Methods ◽  
Clinical Supervisors ◽  
Written Comments

scholarly journals Pharmacists in advanced clinical practice roles in emergency departments (PARED)

2021 ◽  
Author(s):  
David Terry ◽  
Shalini Ganasan ◽  
Matthew Aiello ◽  
Chi Huynh ◽  
Veronica Wilkie ◽  
...  
Keyword(s):  
Emergency Departments ◽  
Phase 1 ◽  
Career Transition ◽  
Support Service ◽  
Clinical Activity ◽  
X Rays ◽  
Structured Interviews ◽  
Clinical Supervisors ◽  
Practitioner Training ◽  
Study Participants

AbstractBackground Following evidence published in the Pharmacists in Emergency Departments (PIED 2016) study Health Education England funded novel advanced clinical practitioner training for pharmacists (ACP-p), to support service delivery.Objective To explore experiences and clinical activity of trainee ACP-p, and opinions and recommendations of both trainees and clinical supervisors.Setting Five Urgent/Emergency Care Departments in London UK.Method Longitudinal mixed-methods study in three phases of registered UK pharmacists appointed as trainee ACP-p. Phase 1 (May-July 2019) – early semi-structured interviews and focus group using an experiences, opinions and recommendations (EOR) framework, Phase 2 (January-December 2019) – prospective recording of trainee clinical activity, standardised using bespoke spreadsheet, Phase 3 (November-December 2019) – as Phase 1 but at conclusion of training.Main outcome measure Experiences, clinical activity, opinions and recommendations of study participants.Results Twelve (92 %) eligible trainee ACP-p and five supervisors were recruited. Identified themes were: trainee personality, educational components, length of programme, support/supervision, career transition, university and placement training alignment, recommendations. Success was dependent on effective support and supervision. Clinical supervisors should be allocated adequate supervision time. Trainees, their supervisors and emergency department staff should be given a clear brief. Study participants agreed that the programme could be successful. Trainee ACP-p reported that they could manage 82 % of 713 pre-selected clinical presentations. Additional training needs include: ECGs, X-rays and CT scans.Conclusions Pharmacists can successfully train as ACP-p in this setting over a two-year period. This career transition needs careful management and clear structures. Training ACP-p is a useful way of enhancing skills and supporting clinical services to large numbers of patients.

scholarly journals A Balanced Professional in Dentistry: Perception of Supervisors

2019 ◽  
pp. 378-385
Author(s):  
Norlela Yacob ◽  
Wan Mohamad Nasir Wan Othman
Keyword(s):  
Health Care ◽  
Oral Health ◽  
Qualitative Study ◽  
Health Services ◽  
Curriculum Development ◽  
Leadership Qualities ◽  
Socially Responsible ◽  
Dental Surgery ◽  
Clinical Supervisors ◽  
And Training

The curriculum of the Bachelor of Dental Surgery in Faculty of Dentistry, USIM is based on the integration of naqli (revealed) and aqli (acquired) knowledge. It aspires its graduates to exhibit the values of balanced professionals in providing community oral health care by being technically competent, socially responsible, spiritually enlighted and professionally accountable. Their clinical supervisors are in an enviable position to assess them from these perspectives. The aim of this paper was to determine the supervisors’ perception on the performance of the graduates from the Faculty of Dentistry, USIM who were under their charge. It was a qualitative study on the performance of 100 graduates from the first three batches. A total of 21 supervisors spread across the country responded to an open-ended questionnaire on the qualities of USIM graduates under their supervision.  They may supervise more than one graduate. The perceptions of the supervisors were categorised into three major themes. They felt that the graduates were socially responsible in performing their functions with competence in the community oral health services They were seen to have good personal and leadership qualities. Their supervisors also perceived them to require further exposure, guidance and training as they were new to the service.  The results indicated that the Bachelor of Dental Surgery programme at USIM was able to instill the values of a balanced professional in dentistry among its graduates but these values need to be further enhanced in providing care in the community. These findings can provide the principles in curriculum development to enhanced the qualities of the graduates in the context of balanced professional.  

scholarly journals From good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry

2019 ◽  
Vol 10 (3) ◽  
pp. e17-26 ◽  
Author(s):  
Sheila Harms ◽  
Bryce Bogie ◽  
Anne Lizius ◽  
Karen Saperson ◽  
Susan Jack ◽  
...  
Keyword(s):  
Qualitative Methodology ◽  
Medical Training ◽  
Faculty Evaluation ◽  
Personal Characteristics ◽  
Faculty Evaluations ◽  
Clinical Supervisors ◽  
Affective Factors ◽  
Educator Effectiveness ◽  
Medical Teachers ◽  
Narrative Comments

Background: The shift in postgraduate medical training towards a competency-based medical education framework has inspired research focused on medical educator competencies. This research has rarely considered the importance of the learning environment in terms of both setting and specialty-specific factors. The current study attempted to fill this gap by examining narrative comments from psychiatry faculty evaluations to understand learners’ perceptions of educator effectiveness.   Methods: Data consisted of psychiatry faculty evaluations completed in 2015-2016 by undergraduate and postgraduate learners (N= 324) from McMaster University. Evaluations were provided for medical teachers and clinical supervisors in classroom and clinical settings. Narrative comments were analyzed using descriptive qualitative methodology by three independent reviewers to answer: “What do undergraduate and postgraduate medical learners perceive about educator effectiveness in psychiatry?” Results: Narrative comments were provided on 270/324 (83%) faculty evaluation forms. Four themes and two sub-themes emerged from the qualitative analysis. Effective psychiatry educators demonstrated specific personal characteristics that aligned with previous research on educator effectiveness. Novel themes included the importance of relationships and affective factors, including learner security and inspiration through role modeling Conclusion: Contemporary discussions about educator effectiveness in psychiatry have excluded the dynamic, relational and affective components of the educational exchange highlighted in the current study. This may be an important focus for future educational research.

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