Biomedical subjects

Sue Kilminster

Publications and source records attributed to Sue Kilminster.

3 recordsLinked to original sources

PubMed2003

Clinical supervision of SpRs: where does it happen, when does it happen and is it effective? Specialist registrars.

OBJECTIVES: To establish what supervisory methods are used in postgraduate medical education and to determine how effective, particularly in relation to patient care, these methods are perceived to be. DESIGN: We carried out a national validated questionnaire survey of medical directors (MDs) of National Health Service (NHS) trusts (both community and hospital), educational supervisors (ESs) and specialist registrars (SpRs). SAMPLE: Seven specialties were selected to represent the potential range of supervisory practices: anaesthesia, general practice, laboratory science, medicine, paediatrics, psychiatry and surgery. These involved 15 ESs and 15 SpRs from each specialty (n = 210) and 100 MDs. MAIN OUTCOME MEASURES: Quantitative data were analysed using the following tests when appropriate: frequency counts, cross tabulations, descriptives, Kruskal-Wallis, Mann-Whitney, chi-square and Fisher exact tests. Qualitative data were also obtained. RESULTS: A total of 91% of SpRs had a formally designated ES. There was evidence of change in perceptions of the roles of supervising consultants. Supervisory practice is highly variable and there are significant differences between ESs and SpRs in perceptions of frequency and effectiveness of supervision. None of the supervisory activities, including ensuring patient safety, were rated as receiving significant or full coverage. CONCLUSIONS: Supervision is considered to be both important and effective but there is inadequate coverage and frequency of supervision activities. At the least this indicates a need for more explicit guidance for ESs and SpRs.

Clinical Competence↗

PubMed2002

What is effective supervision and how does it happen? A critical incident study.

OBJECTIVES: To identify the key features of supervision from the perspectives of educational supervisors and specialist registrars. DESIGN: Critical incident study. Telephone interviews were conducted with selected informants representing a range of specialties. The sample comprised educational supervisors with an identified interest in supervision, specialist registrars and GP trainees in the Yorkshire region. RESULTS: Educational supervisors and specialist registrars were generally agreed on what constitutes effective supervision: direct supervision was seen as very important. Educational supervisors and specialist registrars had very different concerns in relation to ineffective supervision: specialist registrars were concerned with inadequate supervision whilst educational supervisors were concerned with failures in direct supervision and poorly performing trainees. Supervision practices varied between specialties; in this study there seemed to be particular problems in anaesthesia, medicine and paediatrics. CONCLUSIONS: Direct supervision and the quality of the supervisory relationship are key to effective supervision. There is a need for clear guidance on supervision and the establishment of appropriate procedures and mechanisms to resolve difficulties relating to inadequate supervision for trainees and performing trainees. Insufficient numbers of supervisors have received training in supervision.

Attitude of Health Personnel↗

PubMed2002

A framework for effective training for supervisors.

The purpose of this paper is to identify the key theoretical and empirical considerations that should underpin effective training for supervisors. Decisions about the content of training courses are complex because there is no appropriate model of supervision in medicine. This paper argues that, in the absence of an explanatory model, effective training for supervisors should be based on existing relevant understandings about learning processes and models of supervision, together with relevant empirical data. It explores some useful models of supervision, considers helpful aspects of theories about learning from experience and identifies some relevant empirical findings to identify some key theoretical and empirical considerations that should underpin effective training for supervisors. This paper offers a framework, derived from both empirical and theoretical work, to guide the content of effective supervision training courses. It does not prescribe structure or organization of training but suggests a basis for devising specific courses for response to local needs.

Education, Medical, Continuing↗