Developing as a clinical supervisor: Competence, style, and self-awareness.
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ABSTRACT:
SUBMITTER: AhnAllen C
PROVIDER: S-EPMC9159502 | biostudies-literature | 2013
REPOSITORIES: biostudies-literature
Publications
Developing as a clinical supervisor: Competence, style, and self-awareness.
AhnAllen Christopher C Karel Michele M Topor David D
MedEdPORTAL : the journal of teaching and learning resources 20131001
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Project description:BackgroundSelf-directed learning in the workplace should lead to the mastery of predefined learning objectives, with subjective competence judgements steering learning and promoting acceptance of feedback. Rotations should support self-directed learning in basic training by allowing junior physicians (JPs) to apply basic clinical competencies in various internal medicine and surgical departments.AimThe study hypothesises that rotations support self-directed learning, as measured by self-judgements and supervisor judgements. Additionally, it describes JPs' willingness to reflect on their learning needs at the end of their basic training.MethodsThis longitudinal study comprises 147 pseudonymised logbooks completed by JPs from three Vienna healthcare group (WIGEV) clinics. The logbook accompanies JPs' training, requiring them and their supervising specialist physicians to rate their training goal completion (10-level % scale) in training months 2, 3, 5, 6, 8 and 9. In addition, in months 3, 6 and 9, the JPs document the level of competence (knowledge, experience and proficiency) they feel they have achieved for each learning objective specified by the Austrian medical association (ÖÄK).ResultsThe self-judged level of training goal completion demonstrates a multi-peaked distribution with an increasing trend; the supervisors' judgement of JPs' level of training goal completion is almost parallel. The share of learning objectives where the required level of competence is seen as not yet mastered decreases throughout the training. In the 9th month of training, approximately ¼ of the JPs indicated a need to learn in ≥10% of the learning objectives, independent of the training clinic.ConclusionsAfter switching departments, JPs downgraded their rating of training goal completion. Rotation supports realistic self-judgement, as competencies must be applied and reassessed in a new context. Most JPs consider the required level of competence per learning objective to be mastered at the end of basic training, yet they remain prepared to reflect critically on their learning needs.
| S-EPMC11474653 | biostudies-literature
Project description:Peoples' decision-making competence, defined as tendency to follow normative rational principles in their decision making, is important as it may influence the extent that requirements are met and levels of perceived stress. In addition, perceived stress could be influenced by social orientation and time style; for example, decisions need to comply with given deadlines and the expectations of others. In two studies, with students (n = 118) and professionals (police investigators, n = 90), we examined how the three individual difference features: decision-making competence, social orientation, and time approach relate to perceived stress. Results showed that social orientation and time approach were related to levels of perceived stress, but decision-making competence was not. These results indicate that social orientation and time approach are important to consider in relation to perceived stress, but the role of decision-making competence may be less important for perceived stress. However, the role of decision-making competence for perceived stress needs to be further researched.
| S-EPMC5900026 | biostudies-literature
Project description:Medical risks can be assessed by objectifiable therapeutic features; however, these risks are also characterised to a considerable degree by individual and social values. People tend to strive towards both freedom as well as safety; in a medical context, these two aims are taken into account by shared decision-making models and by stricter regulations in the pharmaceutical sector. Media reports on medical risks are caught between providing information and economic interests, and this conflict particularly complicates rational discussions about unexpected risks (for instance, in the field of natural medicine). Thus, it is necessary to create the type of information culture which allows differentiating between real and less pronounced risks.
| S-EPMC4507060 | biostudies-other
Project description:Tertiary-level interpreter training and education have developed rapidly in China, and over 200 undergraduate and over 200 postgraduate T&I programs have been launched over the past decade. Despite the rapid development, there has been no standardized framework allowing for the reliable and valid measurement of interpreting competence in China. Against this background, the China Standards of English (CSE), which are the Chinese counterpart to the Common European Framework of Reference (CEFR), were unveiled in 2018 after 4 years of government-funded research and validation. One vital component of the CSE is the descriptor-referenced interpreting competence scales. This article provides a systematic account of the design, development, and validation of the interpreting competence scales in China. Within the CSE, the construct of interpreting competence was defined according to an interactionist approach. It not only encompasses cognitive abilities, interpreting strategies, and subject-matter knowledge but also considers performance in typical communicative settings. Based on the construct definition, a corpus of relevant descriptors was built from three main sources, including: (a) interpreting training syllabuses, curricular frameworks, rating scales, and professional codes of conduct; (b) previous literature on interpreting performance assessment, competence development, and interpreter training and education; and (c) exemplar-generation data on assessing interpreting competence and typical interpreting activities, which were collected from interpreting professionals, trainers, and trainees. The corpus contains 9,208 descriptors of interpreting competence. A mixed-method survey was then conducted to analyze, scale, and validate the descriptors among 30,682 students, 5,787 teachers, and 139 interpreting professionals from 28 provinces, municipalities, and regions in China. The finalized set included 369 descriptors that reference interpreting competence. The CSE-Interpreting Competence Scales with theoretically and empirically based descriptors represent a major effort in research on interpreting competence and its assessment, and they have significant potential to be applied widely in interpreting training, research, and assessment.
| S-EPMC7197373 | biostudies-literature
Project description: Not available
| S-EPMC2647719 | biostudies-literature
Project description:BackgroundIn Australia, optometry students have traditionally undertaken their clinical training in short-block rotations at University-led teaching clinics in metropolitan locations. Demand for clinical placements is growing as the number of optometry students steadily increases. As such, universities and clinical education providers must look for more diverse methods of student placement. Extended clinical placements in community-based settings are one alternative: a model similar to the longitudinal clerkships in medicine. This study aimed to explore the experience of extended clinical placements from the perspective of the optometrists who supervised students. It also sought to determine whether there were differences in views between metropolitan and rural practitioners.MethodsThis mixed methods study included a survey and interviews with optometrists who had previously supervised Deakin University optometry students on an extended 26-week (2 x 13-weeks) clinical placement. Lines of enquiry focused on; the benefits and challenges associated with extended placements; areas for improvement; duration of the placement; and willingness to supervise further students. Interviews were transcribed verbatim and analysed using Braun and Clarke's 6 step method of thematic analysis with a qualitative descriptive approach.ResultsSupervisors felt that hosting a student prompted greater reflective practice and critical appraisal of clinical decisions. The extended nature of the placement was thought to foster greater immersion in the clinical setting and community for the students and establish a stronger relationship between supervisor and student. Supervisors recognised the importance of role-modelling and mentoring the next generation of optometrists however noted that taking on a student was a sizeable commitment. Willingness to host a student was not dependent on the supervisor's location (rural vs metropolitan) p = 0.57. However, interviews uncovered motivations that were unique to supervisors residing in rural locations, such as succession planning.ConclusionOverall, supervisors were positive about the value of student extended clinical placement in optometry and felt that it was a fulfilling and professionally beneficial experience. Lack of time and financial remuneration were the key downsides highlighted. Schools of optometry might carefully consider engaging in discussion about the duration of such placements, but 26 weeks was considered appropriate by supervisors.
| S-EPMC9733108 | biostudies-literature
Project description:Body awareness refers to the individual ability to process signals originating from within the body, which provide a mapping of the body's internal landscape (interoception) and its relation with space and movement (proprioception). The present study aims to evaluate psychometric properties and validate in French two self-report measures of body awareness: the Postural Awareness Scale (PAS), and the last version of the Multidimensional Assessment of Interoceptive Awareness questionnaire (version 2, MAIA-2). We collected data in a non-clinical, adult sample (N = 308; 61% women, mean age 35 ± 12 years) using online survey, and a subset of the original sample (n = 122; 62% women, mean age 44 ± 11 years) also completed the retest control. Factor analyses and reliability analyses were conducted. Construct validity of the PAS and the MAIA-2 were examined by testing their association with each other, and with self-report measures of personality (Big Five Inventory), alexithymia (Toronto Alexithymia Scale) and dispositional trait mindfulness (Freiburg Mindfulness Inventory). Factor analyses of the PAS supported the same two-factor structure as previously published versions (in other languages). For the MAIA-2, factor analyses suggested that a six-factor structure, excluding Not-Worrying and Not-Distracting factors, could successfully account for a common general factor of self-reported interoception. We found satisfactory internal consistency, construct validity, and reliability over time for both the PAS and the MAIA-2. Altogether, our findings suggest that the French version of the PAS and the MAIA-2 are reliable self-report tools to assess both components of body awareness (proprioception and interoception dimension, respectively).
| S-EPMC9362853 | biostudies-literature
Project description:Introduction:Implementing competency-based medical education (CBME) at the institutional level poses many challenges including having to rapidly enable faculty to be facilitators and champions of a new curriculum which utilizes feedback, coaching, and models of programmatic assessment. This study presents the necessary competencies required for Academic Advisors (AA) and Competence Committee (CC) members, as identified in the literature and as perceived by faculty members at Queen's University. Methods:This study integrated a review of available literature (n=26) yielding competencies that were reviewed by the authors followed by an external review consisting of CBME experts (n=5). These approved competencies were used in a cross-sectional community consultation survey distributed one year before (n=83) and one year after transitioning to CBME (n=144). Findings:Our newly identified competencies are a useful template for other institutions. Academic Advisor competencies focused on mentoring and coaching, whereas Competence Committee member's competencies focused on integrating assessments and institutional policies. Competency discrepancies between stakeholder groups existing before the transition had disappeared in the post-implementation sample. Conclusions:We found value in taking an active community-based approach to developing and validating faculty leader competencies sooner rather than later when transitioning to CBME. The evolution of Competence Committees members and Academic Advisors requires the investment of specialized professional development and the sustained engagement of a collaborative community with shared concerns.
| S-EPMC7082482 | biostudies-literature
Project description:BackgroundCulture influences personal health habits and behavior, and healthcare personnel possess different views of cultural perspectives. Currently, an appropriate instrument to assess cultural competence in clinical practice is limited. The present study aimed to develop and examine the psychometric properties of the Nursing Cultural Competence Scale (NCCS) for clinical nurses.MethodsDeveloping and assessing the scale was carried out in two phases: Phase I involved a qualitative research to explore the themes of nurses' cultural competence and instrument development; Phase II established construct validity of the scale using a sample of 246 nurses in Taiwan. Data from the questionnaire were analyzed using exploratory factor analysis, confirmatory factor analysis, internal consistency and test-retest reliability. Analysis results were used to determine the reliability and validity of the developed scale.ResultsThe results showed four factors including cultural awareness ability, cultural action ability, cultural resources application ability, and self-learning cultural ability were generated by exploratory factor analysis, and these factors explained 62.0% of total variance. Cronbach's α of the Nursing Cultural Competence Scale was .88, and test-retest reliability correlation was .70.ConclusionsThe establishment of the tool will facilitate accurate monitoring of the cultural competence among nurses and nursing managers, which can inform the construction of nursing policies aimed at pledge cultural competence expansion.
| S-EPMC6692013 | biostudies-literature
Project description:This study aims to assess the effectiveness of comprehensive licensure reviews and adaptive quizzing assignments on nursing students' clinical competence, self-efficacy, and work readiness-an under-researched topic. Additionally, it seeks to explore the mediating effect of self-efficacy in the relationship between students' clinical competence and work readiness. A quasi-experimental (pre- and post-test), single-group design was employed. The study was conducted in a public university in Saudi Arabia and included a total of 293 senior nursing students in their last year of the bachelor program. An intervention was developed based on the blueprints of the Saudi Nursing Licensing Exam and NCLEX-RN and consisted of a weekly 3-h synchronous comprehensive licensure review bundled with 23 adaptive quizzing assignments over 15 weeks. Data were collected prior to and after the intervention using three scales: clinical competence, self-efficacy, and work readiness. The mean scores of clinical competence, self-efficacy, and two subscales of work readiness (work competence and social intelligence) increased significantly post-intervention. Self-efficacy (β = 0.353, p < 0.001) and clinical competence (β = 0.251, p < 0.001) influenced work readiness (F [5, 226] = 21.03, p < 0.001) and accounted for 31.8% of the explained variability in work readiness. In the mediation analysis, clinical competence had a significant and indirect effect on work readiness through self-efficacy (B = 0.464, p < 0.001, 95% CI 0.250 to 0.699). The proportion of mediation indicated that 37.2% of the total effect of clinical competence on work readiness was due to the indirect effect of self-efficacy. Comprehensive licensure review and adaptive quizzing assignments improve students' perceptions of clinical competence and self-efficacy. Such interventions could ease the transition of senior nursing students to clinical practice.
| S-EPMC11002570 | biostudies-literature