Time efficient strategies in clinical supervision

1. Time efficient strategies in clinical supervision A/Prof Andrea Bialocerkowski a.bialocerkowski@griffith.edu.au http://www.thepoised.com/5-ways-to-be-more-efficient/ School of Allied Health Sciences – Physiotherapy (2014)

2. The student had no idea what I meant “You better start studying now otherwise you will fail…” How I do I give appropriate feedback? Can I do this better? How do I communicate effectively? How do I keep up-to-date to provide my students with the best learning experiences?

3. 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.

4. Health facility University Health education = +

5. Health facility University Health education = +

6. Health facility University Health education = + Physical Environment

7. Health facility University Health education = + Physical Environment Departmental Planning & organising Documentation Influenced by student and patient factors Personal attributes & skills Expertise (clinical, supervisory) Orientation to supervision Communication skills Approach to feedback

8. 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

9. “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) “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)

10. 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 Supervision philosophy e.g. consider supervision ratios, novel learning strategies such as simulated learning and remote provision of supervision Communication skills e.g. training in negotiation skills, conflict resolution, cultural competencies for both supervisor & student Feedback models e.g. use a framework approach, instead of diagnosing & treating competency issues, e.g. Pendelton, Calgary-Cambridge models, etc

11. Time efficient strategies • Focus on the areas that we can change, i.e. personal attributes and skills • Establish a process to keep up to date in a time efficient manner • Know where to find high quality supervisory resources • 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