Search Results

The importance of educational supervision and training for supervisors is recognised in [Postgradmuate Medical Education Training Board] PMETB/[General Dental Council] GDC standards. In the London Deanery supervision skills training for clinical teachers is integrated within its Professional Development Framework. The rapid expansion of teaching activity by the Faculty Development Unit of the London Deanery resulted in their call for an independent evaluation to establish the effects of the training beyond immediate post-course satisfaction assessments. Focused on a three-day 'Conversations Inviting Change' supervision skills training course, the primary aim of the evaluation was to seek to understand the benefits and challenges of the educational input in terms of its ability to change and improve supervision practice. The approach to supervision which is adopted in the training encourages the discussion of ambiguity and complexity in an attempt to develop a particular attitude of mind. From this, the course aims to teach specific questioning techniques used to elicit stories and critically reflect on them. Informed by the work of Tomm (1988), supervisors are encouraged to adopt a perspective of the world as comprising circular processes (rather than just lineal), whereby the influence players (interactants) have on one another is reciprocal. Within this perspective they are urged to take a neutral and non-judgemental stance towards the issue at hand and towards their supervisee. These fundamentals have been summarised as 'the seven Cs': the value of focused conversation, the power of curiosity, the importance of context, the use of creativity, the recognition of complexity and the need for challenging with caution and care. The principal teaching technique is small group real supervision practice with course participants adopting the role of supervisor, supervisee and peer observer and with a trainer acting as a coach. In these quadratic interactions (supervisor, supervisee, trainer(s) and observer(s)), the supervisor is encouraged to break and receive feedback from the observers (including the trainer). Other teaching methods include demonstration by an experienced trainer, role play, paired speed supervision, video and power-point presentations of theory and large group discussion. Additionally, new trainers (trainee-trainers) are simultaneously trained by more experienced 'super-trainers'.

Excerpt from published executive summary. Show less