time efficient strategies in clinical supervision
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Time efficient strategies in clinical supervision. A/Prof Andrea Bialocerkowski [email protected]. School of Allied Health Sciences – Physiotherapy (2014). The student had no idea what I meant. “You better start studying now otherwise you will fail…”. - PowerPoint PPT PresentationTRANSCRIPT
A/Prof Andrea Bialocerkowski
http://www.thepoised.com/5-ways-to-be-more-efficient/
Time efficient strategies in clinical supervision
School of Allied Health Sciences – Physiotherapy (2014)
“You better start studying now otherwise you will fail…”
How I do I give appropriate feedback?
The student had no idea what I meant
How do I communicate effectively?
Can I do this better?
How do I keep up-to-date to provide my students with the best learning experiences?
Acknowledgements
Tuttle, Bialocerkowski, Westwood (2013): STEPS project, Simulated Learning Environments, Health Workforce Australia.
Chipperfield, Neumann, Bialocerkowski, Shaban, Randall, Rose’Meyer, Lizzio, Roa, Shuker, Macleod (2014): Implementing the flipped classrooms in Griffith Health. Griffith Grants and Fellowships for Learning and Teaching, Griffith University.
Bialocerkowski, Laakso, Molineux, Cardell, Dalton, Sabapathy (2013): Enabling clinical supervision skills (ECSS) project – for allied health placements in aged care, mental health, rural and Indigenous Australians clinical placements. Health Workforce Australia.
Bialocerkowski, Innes, Milne (2013): Enabling clinical supervisory skills project – for allied health professionals in rural/remote, aged care, primary health and mental health, NSW Interdisciplinary Clinical Training Network.
Hu, Salamonson, Bialocerkowski, Zakrzewski, du Toit, Schuwirth, Iedema (2012-2013): Measuring the work of clinical supervisors: a video observational study of clinical assessment in the health professions, Health Workforce Australia.
Health facility
UniversityHealth education = +
Health facility
UniversityHealth education = +
Health facility
UniversityHealth education = +
Physical Environment
Health facility
UniversityHealth education = +
Physical Environment
DepartmentalPlanning & organising
Documentation
Personal attributes & skills
Expertise (clinical, supervisory)
Orientation to supervision
Communication skills
Approach to feedback
Influenced by student and patient factors
Personal attributes & skills
Expertise (clinical, supervisory)
Orientation to supervision
Communication skills
Approach to feedback
Skill acquisition & training
e.g. workshops, university degree, peer support, mentor, independent learning
Needs to be • relatively consistent
not intermittent• Time effective
Supervision philosophy
e.g. consider
supervision ratios, novel learning strategies such as simulated learning and remote provision of supervision
“I think the most effective component was the communication skills that had to be developed to perform in this situation. This involves both subjective examination, really listening and taking the time to educate patients and using succinct and comprehensive
explanations of things you wanted to be done and how exactly to perform the treatments” (Student)
“Increases communication: verbal / non verbal through assessment opportunities”
(Clinical Educator)
“I am the only physio in OP MSC – it was good to catch up with other duties”
(Clinical Educator)
“In our clinic, things can go very quickly. So the online learning gives students to reflect and work through
learning….in slow time”
(Clinical educator)
“Good way to still engage students when the educator was busy with tasks
students could not do”
(Clinical Educator)
Personal attributes & skills
Expertise (clinical, supervisory)
Orientation to supervision
Communication skills
Approach to feedback
Skill acquisition & training
e.g. workshops, university degree, peer support, mentor, independent learning
Needs to be • relatively consistent
not intermittent• Time effective
Supervision philosophy
e.g. experiential or
apprenticeship,
Supervision ratios
Use of novel learning
strategies
Communication skills
e.g. training in negotiation skills, conflict resolution, cultural competencies for both supervisor & student
Supervision philosophy
e.g. consider
supervision ratios, novel learning strategies such as simulated learning and remote provision of supervision
Feedback models
e.g. use a framework approach, instead of diagnosing & treating competency issues, e.g. Pendelton, Calgary-Cambridge models, etc
Time efficient strategies
1. Focus on the areas that we can change, i.e. personal attributes and skills
2. Establish a process to keep up to date in a time efficient manner
3. Know where to find high quality supervisory resources
4. Reflect on your approach to supervision» Supervision models used» Possibility of using novel learning strategies, e.g. simulated learning,
remote supervision» Clarity of communication» Approaches to feedback