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: Mentors Mentors Clinical supervisors Clinical supervisors Clinicians Clinicians The necessary ethical clearance was obtained.

Methodology (2) Data (qualitative and quantitative) Obtained before and after attendance Course participants: – self-assessment questionnaires – semi-structured individual interviews – videos of simulated student facilitation sessions Students: – 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

SAQ open ended questions analysis and findings Pre Course phrases Encourage Advise practical issues Outcome based Students apply knowledge Acknowledge student strenths and limitations Guiding Break information in small chunks Post Course phrases Relationship with students Mutual respect Facilitation Leader

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 shortcomingsAfterSupportAdviceClarifyDirection Common terms: assist, demonstrate, guidance

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 Training the trainers: do teaching courses develop teaching skills? Medical education. 38: Weiss V, Heedlman R. To teach is to learn twice: residents teachers learn more. Arch Pediatr Adolesc Med. 1998: 152:

Questions

Supporting Literature (1) “[T]here has been an assumption that if a person simply knows a lot about their subject, they will be able to teach it. In reality, of course, although subject expertise is important, it is not sufficient. Effective clinical teachers use several distinct, if overlapping, forms of knowledge.” (Spencer J, 2003)

Supporting Literature (2) Harden and Crosby (2000) define a good teacher as someone who helps the student to learn. The teacher is no longer seen predominantly as a dispenser of information but rather as a facilitator of students’ learning. The teacher’s role is to encourage and facilitate the students’ learning and not to inform them.