A/Prof Andrea Bialocerkowski

a.bialocerkowski@griffith.edu.au

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