A Descriptive Analysis of the Interactions During Clinical Supervision

Allied health clinical supervision: An opportunity lost

This study investigated clinical supervision with Allied Health professionals in a public health setting. Staff perceptions and experiences were explored through focus group discussions. Key themes identified that supervisees "tip-toe into complexity" by engaging in reflective practice for incremental personal and professional development. In contrast, supervisors identified that reflexivity was required for the opportunity to "develop at a deeper level". Offering a choice of supervisor and providing supervisor training enhanced supervision experiences. Challenges to effective supervision were identified. Competing priorities, inconsistent modes of delivery, major organisational change and the role of clinical supervision in line with professional development confounded the experiences. Health managers could improve the processes and outcomes by implementing consistency with approach, timing, documentation, language, and structure of Clinical Supervision.

Explanation of medical students' experiences of educational clinical supervision: A qualitative study

CONTEXT

Clinical supervision is a mechanism that allows medical trainees to learn their profession through the practice of clinical activities alongside more experienced physicians who ensure safe and timely care delivery. Therefore, recognizing of medical students experiences as people who will provide health services to people in future can be an important source for gathering information and planning to improve the quality of clinical education. The aim of this study was to explain the experiences of medical students from clinical educational supervision.

METHODS

This study was a qualitative content analysis conducted on 15 interns of the surgery and internal departments of medical and educational centers in Islamic Azad University Najafabad Branchin Isfahan, Iran to discover. The sampling method was purposive, and data were collected through semi-structured interviews in 2019. Data analysis was performed using a qualitative content analysis method with a conventional inductive approach.

RESULTS

Five main categories and ninesubcategories were developed. The main categories include fundamental role, relaxed alertness, shadow education, toxic education, and abandoned educational.

CONCLUSION

The educational clinical supervisory has an efficient performance in clinical teaching which needs to be more assessed and improved.

Adaptation and initial examination of the psychometric properties of the Short Supervisory Relationship Questionnaire (SSRQ) for use with general practice registrars

The relationship between general practice (GP) registrars and their supervisors underpins the training experience for the next generation of medical practitioners. Building on recent research into the development and validation of a measure of the relationship between registrars and supervisors from the perspective of the supervisor, the current study focuses on the educational alliance from the perspective of the registrar. This paper presents an adaptation and initial validation of the clinical psychology supervisory relationship measure for GP registrars in an Australian context. Following an Expert Group review and adaptation of the items, 238 GP registrars completed the adapted tool. Using exploratory factor analysis and Procrustes confirmatory rotation, an optimal four factor model of the supervisory relationship was identified, reflecting measures of Safe base (α =.93), Supervisor investment (α =.96), Registrar professionalism (α =.90), and Emotional intelligence (α =.87). The general practice supervisory relationship measure for registrars (GP-SRMR) demonstrated excellent model fit, high internal consistency, and was theoretically consistent with the original tool. Implications for clinical education and future research are presented.

Características de la supervisión clínica en las terapias conductuales: un análisis del proceso de supervisión clínica

Se presentan las características de la supervisión clínica conductual abstraídas de un análisis de tipo etnográfico de entrevistas realizadas a 18 supervisores de la primera, segunda y tercera generación de terapias conductuales. Los entrevistados contaban con experiencia de 17 años en promedio (DE = 9.85) como clínicos y 16 años en promedio (DE =10.51) como supervisores. Se utilizó el software Altlas.ti 6.2 para analizar y relacionar las características centrales de la supervisión. Los resultados mostraron la supervisión conductual como categoría central con dos subcategorías axiales: factores que afectan la supervisión y proceso de supervisión. Los procedimientos de enseñanza con mayor fundamentación fueron: la formulación de caso, la discusión teórica, la retroalimentación, el modelamiento y el moldeamiento. Se concluye que la supervisión clínica se conceptualiza como un proceso y no como un resultado, y se discuten las implicaciones para los programas psicología clínica en la formación de futuros terapeutas.