Transcript Inherent requirements for physiotherapy

Time efficient strategies in clinical supervision
A/Prof Andrea Bialocerkowski
[email protected]
School of Allied Health Sciences – Physiotherapy (2014)
http://www.thepoised.com/5-ways-to-be-more-efficient/
“You better
start studying
now otherwise
you will fail…”
The student
had no idea
what I meant
How I do I give
appropriate feedback?
Can I do
this better?
How do I keep up-to-date to
provide my students with the
best learning experiences?
How do I communicate
effectively?
Acknowledgements
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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 education =
Health
facility
+
University
Health education =
Health
facility
+
University
Health education =
Health
facility
Physical
Environment
+
University
Health education =
Health
facility
+
University
Physical
Environment
Departmental
Influenced by student and patient factors
Planning & organising
Documentation
Personal
attributes & skills
Expertise
(clinical, supervisory)
Orientation to
supervision
Communication
skills
Approach to
feedback
Personal
attributes & skills
Expertise
(clinical, supervisory)
Orientation to
supervision
Skill acquisition &
training
Supervision
philosophy
e.g. workshops,
university degree, peer
support, mentor,
independent learning
Needs to be
• relatively consistent
not intermittent
• Time effective
e.g. consider
supervision
ratios, novel
learning
strategies such
as simulated
learning and
remote provision
of supervision
Communication
skills
Approach to
feedback
“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)
Personal
attributes & skills
Expertise
(clinical, supervisory)
Orientation to
supervision
Communication
skills
Approach to
feedback
Skill acquisition &
training
Supervision
philosophy
Communication
skills
Feedback
models
e.g. workshops,
university degree, peer
support, mentor,
independent learning
Needs to be
• relatively consistent
not intermittent
• Time effective
e.g. experiential
or
e.g. consider
apprenticeship,
supervision
Supervision
ratios,
novel
ratios
learning
Use of novel
strategies
such
learning
as simulated
strategies
learning
and
remote provision
of supervision
e.g. training in
negotiation skills,
conflict resolution,
cultural
competencies for
both supervisor &
student
e.g. use a
framework
approach,
instead of
diagnosing &
treating
competency
issues, e.g.
Pendelton,
CalgaryCambridge
models, etc
Time efficient strategies
1.
2.
3.
4.
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