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Educational Supervisors (educational + supervisor)

Distribution by Scientific Domains

Medical Sciences	100%

Selected Abstracts

Workplace-based assessment: assessing technical skill throughout the continuum of surgical training

ANZ JOURNAL OF SURGERY, Issue 3 2009
Jonathan Beard
Abstract The Royal Colleges of Surgeons and Surgical Specialty Associations in the UK have introduced competence-based syllabi and curricula for surgical training. The syllabi of the Intercollegiate Surgical Curriculum Programme (ISCP) and Orthopaedic Curriculum and Assessment Programme (OCAP) define the core competencies, that is, the observable and measureable behaviours required of a surgical trainee. The curricula define when, where and how these will be assessed. Procedure-based assessment (PBA) has been adopted as the principal method of assessing surgical skills. It combines competencies specific to the procedure with generic competencies such as safe handling of instruments. It covers the entire procedure, including preoperative and postoperative planning. A global summary of the level at which the trainee performed the assessed elements of the procedure is also included. The form has been designed to be completed quickly by the assessor (clinical supervisor) and fed-back to the trainee between operations. PBA forms have been developed for all index procedures in all surgical specialties. The forms are intended to be used as frequently as possible when performing index procedures, as their primary aim is to aid learning. At the end of a training placement the aggregated PBA forms, together with the logbook, enable the Educational Supervisor and/or Programme Director to make a summary judgement about the competence of a trainee to perform index procedures to a given standard. [source]

Educational supervisors: the trainee perspective

THE CLINICAL TEACHER, Issue 1 2008
Elizabeth Cottrell
First page of article [source]

,Can you take a student this morning?' Maximising effective teaching by practice nurses

MEDICAL EDUCATION, Issue 5 2009
Pat Smith
Objectives, Little is known about the contribution nurses make to medical student learning. This study set out to explore the nature of practice nurse teaching during the general practice clerkship and to investigate ways in which the teacher and learner (the practice nurse and the medical student) can be best supported to maximise learning. Methods, Mixed focus groups were conducted with general practitioner educational supervisors and practice nurses. Further focus groups were conducted with students on completion of clerkships. Results, There is wide variation in the delivery, organisation and expectations of practice nurse teaching. Although there is some evidence of a passive learning experience, the learning dynamic and the student,nurse relationship are regarded highly. Conclusions, Time spent with practice nurses is an important part of the clerkship in general practice. The nature of the practice nurse,medical student relationship differs from that of the educational supervisor,medical student relationship and can be built upon to maximise learning during the clerkship. The experience for the practice nurse, medical student and supervisor can be enhanced through formal preparation for delivering teaching. [source]

Becoming a new doctor: a learning or survival exercise?

MEDICAL EDUCATION, Issue 7 2007
Jeremy Brown
Objective, This study set out to establish why some new doctors view their training as a valuable period in their professional development, whereas others see it as a year to be endured and survived. Methods, This multi-method case study focused on the interaction of key participants within 1 deanery, sampling the 237 pre-registration house officers (PRHOs) and 166 educational supervisors populating the associated 12 National Health Service trusts at the time (2001). The design of the case study was predicated on gathering the views of both teachers and learners in a way that allowed each stage of the data collection process to inform and influence the next phase. Results, Lack of formal guidance and support were common characteristics associated with the first few days in post. The first day in post as a doctor is, for most, an experience that is hard to prepare for, even after a useful induction period. Those PRHOs who felt they were not guided or advised on how to undertake their new professional responsibilities tended to feel undervalued and under-recognised as individuals. Conclusions, Without the support of senior colleagues who can help the new doctor reflect on quite difficult and uncertain situations, new doctors will almost certainly perceive the first year of the new Foundation Programme as a survival exercise. If new doctors are working in an environment where their learning is properly facilitated, they are more likely to recognise their progress in their professional development and be more proactive in addressing concerns about professional expectations. [source]

A study of pre-registration house officers' clinical skills

MEDICAL EDUCATION, Issue 12 2000
R A Fox
Background Little is known about the ability of pre-registration house officers (PRHOs) to perform basic clinical skills just prior to entering the medical register. Objectives To find out whether PRHOs have deficiencies in basic clinical skills and to determine if the PRHOs themselves or their consultants are aware of them. Method All 40 PRHOs at the Chelsea and Westminster and Whittington Hospitals were invited to undertake a 17 station OSCE of basic clinical skills. Each station was marked by one examiner completing an overall global score after completing an itemised checklist. An adequate station performance was the acquisition of a pass/borderline pass grade. Prior to the OSCE, a questionnaire was given to each PRHO asking them to rate their own abilities (on a 5-point scale) in the skills tested. A similar questionnaire was sent to the educational supervisors of each PRHO asking them to rate their house officer's ability in each of the same skills. Results Twenty-two PRHOs participated. Each PRHO failed to perform adequately a mean of 2·4 OSCE stations (SD 1·8, range 1,8). There were no significant correlations between OSCE performance and either self- or educational supervisor ratings. The supervisor felt unable to give an opinion on PRHO abilities in 18% of the skills assessed. Discussion This study suggests that PRHOs may have deficiencies in basic clinical skills at the time they enter the medical register. Neither the PRHOs themselves nor their consultants identified these deficiencies. A large regional study with sufficient power is required to explore the generalizability of these concerns in more detail. [source]