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Clinical Educator Reflective Practice

 

How do you know your teaching has been effective?  A process of evaluation needs to be established to ensure that students have achieved their learning objectives and patient/client services are optimal. Evaluation is part of an ongoing cycle of development whereby opportunities for improvement are identified (process, organisational, personal), action taken and outcomes re-evaluated. Typical means of evaluation may be:

  •  formal academic results of students,
  •  feedback from learners,
  •  And reflection on, and analysis of processes and practices. 

 

Evaluating clinical supervisor skills

The student/s have left, the placement is over…What now?  This is the time to learn from your experiences, reflect on what has happened and continue to develop your clinical supervision skills for future student placements.

Supervisor self-reflection

It is important for a supervisor to reflect on their placement experience to identify areas where development might further their clinical supervision skills and gain confidence in continued, edge, skills and confidence to support allied health student placements.

Clinical supervisor self-reflection might include evaluation of knowledge, skills and confidence in:

  • Preparation and planning of the student placement
  • Facilitation of the learning process
  • Ability to problem solve
  • Communication skills and styles
  • Quality and Safety
  • Meeting organisational demands

Depending on your setting, you may wish to develop your own guided evaluation and reflection.  Alternatively, you can use existing tools, some examples are provided below:

Student feedback tools to aid supervisor self-reflection

Seeking feedback from learners can be a first step in assisting a clinical supervisor reflect on their supervisory skills.  Feedback could be sought from the student on:

  • Adequacy of introduction and orientation
  • Learning goals and performance expectations
  • Placement elements, for example case load and volume
  • Adequacy of supervision, for example access to supervisor, type and frequency of informal and formal supervision activities
  • Type and frequency of feedback
  • Ability to work as part of a department or multidisciplinary team
  • Adequacy of the physical environment to support learning
  • The best elements of the placement
  • The best elements of supervision
  • Areas for improvement for placement and/or supervision

Again, depending on your setting, you may wish to develop an evaluation tool, or access existing examples, some of which are included below:

Assessment of placement quality

A suite of placement quality resources has been developed, supported by the Sydney Integrated Clinical Training Network and the University of Sydney Education Innovation Grant.  These tools gather perceptions of placement from four stakeholder groups:  Students , Clinical (Academic), Clinical (Supervisors) and Placement Site Managers. The student survey has been validated.  Further information is found at: McAllister, L., Nagarajan, S., Scott, L., Smith, L., & Thomson, K. (2018). ‘Developing measures of placement quality in allied health, dentistry, medicine, and pharmacy’. International Journal of Practice-based Learning in Health and Social Care, 6 (2), 31–47.  https://doi.org/10.18552/ijpblhsc.v6i2.493

Evaluating supervisor performance and resources to support professional development

In addition to the examples above there are also a series of resources that can aid the professional development of clinical supervisors through content, reflection and online learning.  Some of these include:

Useful ClinEdAus links

Once you have reflected on the placement, it is an ideal time to start planning for future placements.  Visit:  Preparing for and Managing Clinical Placements


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