REMOTE INTERNSHIP SUPERVISION:

STATE OF PRACTICES IN DIFFERENT

FIELD OF POST-SECONDARY TRAINING

Matthieu Petit, Ph.D., assistant professor, Université de SherbrookeLucie Dionne, assistant professor, Université de RimouskiLouis Brouillette, Ph.D., research professional, Université de Sherbrooke

10th International Conference

on e-Learning and Innovative

Pedagogies

May 27th 2017

Toronto, Canada

Intern

SupervisorField

trainer

INTERNSHIP SUPERVISION: «TRADITIONAL» MODEL

Intern

Supervisor & field trainer

INTERNSHIP SUPERVISION : OTHER MODEL

Intern

«in the field»

Supervisor

INTERNSHIP SUPERVISION : OTHER MODEL

• Supervisor visit(s) in the field

• Learning community (with a group of interns)

• Reflective mentoring (links between theory and

practice)

• Assessment

• …

TRADITIONAL = MOSTLY FACE-TO-FACE

Remote internship supervision (telesupervision or e-

supervision) is a supervision process done at a distance

by a mentor using technologies (Chipchase, Hill,

Dunwoodie, Allen, Kane, Piper et Russell, 2014)

- Completely online or hybrid

REMOTE INTERNSHIP SUPERVISION: DEFINITION

WHY ACCOMPANY INTERNS FROM A DISTANCE?

To acces remote areas, to hire the best supervisors, to reduce

the cost, to save time on traveling (to spend it on reflection)…

(Conn, Roberts et Powell, 2009)

For Cornu et Ewing (2008), we need to choose supervision

models based on collaborative learning practices

- There is a need to renew supervision models

CONTEXT / PROBLEM

Using technologies is a way to innovate at low cost

(Joseph et Brennan, 2013)

- More time to observe, analyse and discuss, with new

opportunities for the interns to think (Schwartz-Bechet, 2014)

[Social work] Field trainers are less available with the time and money

constraints (Dedman et Palmer, 2011)

[Speech therapy & Psychology] Shortage of qualified supervisors (Deane,

Gonsalvez, Blackman, Saffioti et Andresen, 2015 ; Carlin, Milam, Carlin et Owen, 2012)

- [Psychotherapy] More and more specificities in the field (Orr, 2010)

- [Medecine] Specialists can’t do supervision full time, mais they can do it

part time with the help of technologies (Wearne, Dornan, Teunissen et Skinner,

2013)

[Orientation] There’s a need for more supervision (Yeh, Chang, Chiang, Drost,

Spelliscy, Carter et Chang, 2008)

- [Psychology] Programs aren’t limited to traditional approaches (Yozwiak,

Robiner, Victor et Durmusoglu, 2010)

SECURITY, CONFIDENTIALITY, ETHICS, SUPERVISION

PROCESS, TECHNOLOGICAL COMPETENCIES… (ROUSMANIERE,

ABBASS ET FREDERICKSON, 2014)

For all these fields, reseachers identify the potential for internship supervision using

technologies, but a few concerns remain...

WHAT ARE THE CONSIDERATIONS FOR REMOTE INTERNSHIP

SUPERVISION DEVICES (OR PROCESSES) IN THE DIFFERENT FIELDS

OF POST-SECONDARY TRAINING?

Our question

Systematic review of literature

- Initial corpus of 49 articles on remote internship supervision

Post-secondary training in any field

French or english

Revised by peers

Between 2008 and 2016

Available online

- Final corpus of 43 articles

18 qualitative, 14 mixed, 5 quantitative and 6 literature reviews

26 in education (including physical education), 4 in orientation, 4 in medecine (and

nursing), 2 in social work, 2 in psychotherapy, 2 in psychology, 1 in speech therapy,

1 in readaptation and 1 in archivistic

METHOD

ANALYSIS / ACCORDING TO EMERGING CATEGORIES AROUND TWO ASPECTS

Elements of digital devices / processes

• Seminar

• Video

• Videoconference

• Online forum

• E-portfolio

• «bug-in-ear»

Pedagogical, organizational, technological and ethical considerations

• Supervisors

• Field trainers

• Interns

• Peers

• Cost, time et workcharge

• ICT (in general)

• Ethics

RESULTS

1. Elements of digital devices/processes

• Identification of innovating practices

2. Considerations

• Pedagogical, organizational, technological and ethical

A strong sense of community within a program (and the triad) contributes to a positive e-supervision experience

[Psychotherapy] Importance of a relationship of trust

• Longer to establish from a distance, because resistance is difficult to perceive

[Orientation] The supervisor must ...

• Plan a remote meeting with the field trainer and the intern to review the roles and responsibilities of each

• Act as a monitor and facilitator during online seminars, but by sendingprivate feedback

• And the intern?• Active presence and participation in online seminars

SEMINAR (AND LEARNING COMMUNITY) IN REMOTE

INTERNSHIP SUPERVISION

(Cameron, Ray et Sabesan, 2015; Cicco, 2014;

Alger et Kopcha, 2011; Orr, 2010)

Despite doubting that a video can replace a visit, supervisors find thatthe videos offer more opportunities for useful feedback.

The benefits are :

• Identify gaps between intentions and reality

• Support the intern’s views on the profession

• Identify new elements

• Assess strengths and weaknesses of practice

[Psychotherapy] Other benefits: retention of traces for the interns & possibility for the supervisor to comment on the video while the traineeviews it

The video allows the intern to reflect on action (not "in action")

VIDEO IN REMOTE INTERNSHIP SUPERVISION

(Baecher, McCormack et Kung, 2014; Alger et Kopcha, 2009)

[Psychotherapy] The most used digital tool and not only for remote or overseas regions

In support of a synchronous remote internship supervision

• The observation of interns in action can be done in a non-intrusive way

[Psychology] Videoconferencing seems to have the potential to reducethe isolation of interns by providing access to other interns, a competent supervisor…

• The impacts are weak, but positive: knowledge acquisition, satisfaction with accompaniment…

• If the interns play less passive roles, they are more enthusiastic, lessfearful

VIDEOCONFERENCE IN REMOTE INTERNSHIP SUPERVISION

(Berkey et Conklin, 2016; Cameron, Ray et Sabesan, 2015; Rousmaniere, Abbass et Frederickson, 2014;

Hamel, 2012; Yozwiak, Robiner, Victor et Durmusoglu, 2010)

There is a greater use of forums to share problems, give or receive advice,

receive encouragement

• Sharing experiences and techniques allows interns to see their peers’

experiences and how they solve situations

Replication of collaboration, despite distance

• For supervisors, written exchanges (to replace a verbal discussion) are more

reflective

• But they are more demanding then in a traditional supervision (face-to-face)

• Putting your ideas in writing is more demanding cognitively

• And a spirit of collegiality is necessary

ONLINE FORUM IN REMOTE INTERNSHIP SUPERVISION

(Hamel, 2012; Alger et Kopcha, 2009 )

The flexible environment of the e-portfolio allows new opportunities

for interaction, according to an accompanying dynamic

The benefits identified and appreciated by the e-portfolio

• Interactions within the triad

• The ability to give feedback immediately

• Each intern has the possibility to return to feedback without time

constraints

E-PORTFOLIO IN REMOTE INTERNSHIP SUPERVISION

(Kecik, Aydin, Sakar, Dikdere, Aydin, Yuksel et Caner, 2012)

Immediate, positive, corrective and specific feedback will have an impact on the attitude and behavior of the intern

The interns note that this type of feedback is extremely usefulfor linking research to practice

• This helps them to engage in reflective practice

In the classroom, the results highlight an increase in encouragements and a decrease in reprimands towardsstudents

• Increased engagement of students in the task

BUG-IN-EAR (AND IMMEDIACY) IN REMOTE

INTERNSHIP SUPERVISION

(Rock, Gregg, Gable, Zigmond, Blanks, Howard et Bullock, 2012; Rock, Gregg, Thead, Acker, Gable et Zigmond, 2009 )

RESULTS

1. Elements of digital devices/processes

• Identification of innovating practices

2. Considerations

• Pedagogical, organizational, technological and ethical

[Speech therapy] They need time and flexibility

[Social work] Reluctant, they must be offered training

Research indicates that supervisors often monopolize speaking

time (despite their good intentions)

• The video makes it possible to change this dynamic which

does not serve the reflexivity

To have reflective interns, you need reflective supervisors

SUPERVISORS [PEDAGOGICAL CONSIDERATIONS]

(Baecher, McCormack et Kung, 2014; Carlisle, Carlisle, Hill, Kirk-Jenkins et Polychronopoulos, 2013;

Gronn, Romeo, McNamara et Teo, 2013; Carlin, Milam, Carlin et Owen, 2012)

Culture of the oral feedback: risk of written comments being insufficient, or

not transmitted to the supervisor

The challenge is to increase interactions (to train them at a distance) so

they better understand their role

• Good use of ICTs for communication with field trainers will have an

impact on interns

[Nursing] The use of technology to train field trainers is seen as an

interesting way to increase their participation

FIELD TRAINERS [PEDAGOGICAL CONSIDERATIONS]

(Berkey et Conklin, 2016; Zournazis et Marlow, 2015 ; Mabunda, 2013;

Vazquez et Sevillano, 2013; Hamel, 2012; Alger et Kopcha, 2009)

Recording the intern’s practice allows him to observe himself in addition to

the formal supervision sessions

• This encourages reflection on his teaching and the improvement of his practice

[Medicine] Participants acknowledge the decrease in isolation, the increase

in knowledge about patient treatments, the validation of current practices...

• Remote supervision relies heavily on the ability of interns to ask questions, to reveal

their weaknesses, to use self-assessment, to make thinking audible…

• «Professional edge»

• The welfare of interns remains a challenge; they cannot easily be removed from

dangerous situations

INTERNS [PEDAGOGICAL CONSIDERATIONS]

(Berkey et Conklin, 2016; Cameron, Ray et Sabesan, 2015;

Wearne, Dornan, Teunissen et Skinner, 2013)

Interns note that they have become role models for others

[Orientation] This accompaniment can be faster and sometimes

more adequate than that offered by a supervisor

• Reduces dependency on external experts and provides interns with

accompanying skills

• There is a reduction of anxiety and an increase of empathy within peer

support groups

Peer coaching is proposed as a significant way to promote the

learning of interns

PEERS [PEDAGOGICAL CONSIDERATIONS]

(Joseph et Brennan, 2013; Alger et Kopcha, 2011; Yeh, Chang, Chiang, Drost, Spelliscy, Carter et Chang, 2008)

Cost: the difference is significant

• The supervision of distance training allows to limit the expenses(transport, lodging...)

• Between synchronous and asynchronous monitoring: asynchronouscosts less

[Social work] ...but technologies can sometimes be expensive

Time saving was perceived (positively) by supervisors

• Flexibility and convenience for supervisors

The design of distance learning supervision is initially perceived as additional work by supervisors and field trainers but is beneficial in terms of the quality of the feedback provided

COST, TIME ET WORKCHARGE [ORGANIZATIONAL CONSIDERATIONS]

(Carlisle, Carlisle, Hill, Kirk-Jenkins et Polychronopoulos, 2013; Heafner, Petty et Hartshorne, 2012;

Hartshorne, Heafner et Petty, 2011; Alger et Kopcha, 2009)

The intern’s skill in using ICT during the practicum: added value to the remote supervision

[Archivistic] Supervisors expect interns to have ICT skills

• [Social work] And technological failures are part of the reality

Technology should not only be used to replicate traditionalsupervisory processes, but to consider new ways of conductingsupervision

Technologies are not only complementary to face-to-face, but offerrich opportunities for reflection and new opportunities for practicaltraining

ICT (IN GENERAL) [TECHNOLOGICAL CONSIDERATIONS]

(Schwartz-Bechet, 2014; Gronn, Romeo, McNamara et Teo, 2013;

Franks et Oliver, 2012; Heafner, Petty et Hartshorne, 2012)

Several elements to consider in order to maintain ethical

standards

• Need to have the consent of the participants involved (or the

parents)

• Data protection (including identity of participants) and

appropriate choice of digital tools

Interest in asynchronous mode to ensure that shipments are done

safely

ETHICS [ETHICAL CONSIDERATIONS]

(Carlisle, Carlisle, Hill, Kirk-Jenkins et Polychronopoulos, 2013; Naffziger et Fawson, 2013; Vazquez et Sevillano, 2013 )

CONCLUSION

• Internship supervision : face-to-face or from a distance?

• Completely online or hybrid?

• Synchronous or asynchronous?

A REAL ALTERNATIVE TO «TRADITIONAL»

SUPERVISION

The availability of technologies in the context of education makes it possible to replace the

supervision by a new remote supervision protocol (Berkey et Conklin, 2016)

[Orientation] Although e-supervision seems to be a viable option for orientation interns, there is no evidence that it is superior or should be a replacement to the traditional face-to-face supervision approach (Chapman , Baker, Nassar-McMillan and Gerler, 2011).

[Rehabilitation] The replacement of traditional face-to-face supervision with telesupervisionis unlikely, but research shows that it maintains the quality of clinical learning experiences(Chipchase, Hill, Dunwoodie, Allen, Kane, Piper and Russell, 2014)

[Speech Therapy] Remote supervision is an economically and pedagogically effective wayto supervise (Carlin, Milam, Carlin and Owen, 2012)

[Medicine] Distance learning supervision has significant advantages and disadvantages thatcan be limited by good preventive management (Wearne, Dornan, Teunissen and Skinner, 2013)

[Psychology] When benefits outweigh the limitations, the contribution of ICT to internships isan opportunity to prepare psychologists to offer their services beyond current contexts(Yozwiak, Robiner, Victor and Durmusoglu, 2010)

«COMBAT OPTIMISM»

«IN A FEW YEARS, IT WILL BE IMPOSSIBLE TO UNDERSTAND

THE WORK OF EDUCATIONAL SUPERVISION WITHOUT THE

USE OF TECHNOLOGICAL TOOLS.»

(VAZQUEZ ET SEVILLANO, 2013)

THANK YOU!matthieu.petit@usherbrooke.calucie_dionne@uqar.cal.brouillette@usherbrooke.ca/Twitter: @MPetitUdeS