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Further information

This module was written by Helen Halpern, GP trainer and external tutor in clinical supervision at the Tavistock Clinic and for the London Deanery, and Judy Mckimm, Visiting Professor of Healthcare Education and Leadership, Bedfordshire & Hertfordshire Postgraduate Medical School. The module relates to areas 1, 2, 3, 5 and 6 of the Professional Development Framework for Supervisors in the London Deanery.

Acknowledgement

Some of the text of this module has been adapted, with permission from Supervision, Mentoring and Coaching: one-to-one learning encounters in medical education by John Launer (2006), published by the Association for the Study of Medical Education.

Teachers’ Toolkit

Principles underpinning effective supervision

References

Begat I, Severinsson E and Berggren I (1997) Implementation of clinical supervision in a medical department: Nurses’ views of the effects. Journal of Clinical Nursing. 6: 389–94.

Burton J and Launer J (eds) (2003) Supervision and Support in Primary Care. Radcliffe Medical Press, Oxford.

Butterworth T, Bishop V and Carson J (1996) First steps towards evaluating clinical supervision in nursing and health visiting. 1. Theory, policy and practice development: a review. Journal of Clinical Nursing. 5: 127–32.

Butterworth T (1992) Clinical supervision as an emerging idea in nursing. In: Butterworth T and Faugier J (eds) Clinical Supervision and Mentorship in Nursing. Stanley Thornes, Cheltenham.

Clark P, Jamieson A, Launer J, Trompetas A, Whiteman J and Williamson D (2006) Intending to be a supervisor, mentor or coach: which, what for and why? Education for Primary Care. 17: 109–16.

Department of Health (2007) A Guide to Postgraduate Speciality Training in the UK. The Gold Guide. Department of Health, London. www.mmc.nhs.uk/download_files/Gold_Guide_140607.pdf

Hart JT (1971) The Inverse Care Law. Lancet. 1: 405–12.

Kilminster S, Cottrell D, Grant J and Jolly B (2007) AMEE Guide No.27: Effective educational and clinical supervision. Medical Teacher. 29: 2–19.

Launer J (2006a) Supervision, Mentoring and Coaching: one-to-one learning encounter in medical education. Association for the Study of Medical Education, Edinburgh.

Launer J (2006b) New stories for old: narrative-based primary care in Great Britain. Families, Systems and Health. 24: 336–44.

Launer J and Halpern H (2006) Reflective practice and clinical supervision: an approach to promoting clinical supervision among general practitioners. Work Based Learning in Primary Care. 4: 69–72.

Peyton JWR (2000) Appraisal and Assessment in Medical Practice: a practical guide for management and staff. Manticore Europe, Rickmansworth.

Tomm K (1988) Interventive interviewing: Part III. Intending to ask lineal, circular, strategic or reflexive questions? Family Process. 27: 1–15.

Whitmore J (1996) Coaching for Performance. Nicholas Brierley, London.

Course glossary

Aim: An aim in educational terms, is a brief statement of intent, indicating the scope and range of intended learning outcomes that the educational episode has been structured to address.
Appraisal: A positive and ongoing process to provide feedback on performance, review progress and plan action. The appraisal interview or discussion is a key part of the process where strengths and areas for improvement are summarized and agreed and a formal development plan is made.
Assessment: Assessment is the term used to indicate an appraisal of students' performance. Typical formal assessments in medicine include written examinations, Multiple choice questionnaires (MCQ), observations of clinical or communication skills, Objective Structured Clinical Examinations (OSCEs) and Multi-Source Feedback (MSF). Assessments may be summative (where the marks gained contribute to a formal grade or award) or formative (where the focus is on providing feedback for ongoing development).
Class: Class refers to hierarchical differences between individuals or groups in societies or cultures . Factors that determine class may vary widely from one society to another. However, economic disadvantage and barriers to access servces are major issues within class discrimination.
Coaching: A one-to-one task-focussed conversation or series of conversations to help develop professional potential.
Competencies: In assessment terms competencies refer to a set of professional abilities that includes elements of knowledge, skill, attitudes and experience.Competencies are similar to objectives and outcomes in that they provide a means of specifying attributes in relation to the ultimate intended performance that the competencies underpin (Grant, 2007, p 21). The use of competencies has been widespread in practical vocational subjects such as healthcare, management and engineering. Competence based curricula can be used as a basis for learning and teaching, for assessment and to help ensure professional accountability. Programmes for professions such as medicine usually include specific practical competences and the integration of more complex skills, knowledge and behaviours.
Disability: The definition of disability outlined by the Disability Discrimination Act 1995 covers anyone with an impairment which has a substantial and long-term (at least 12 months) effect on their ability to carry out day-to-day activities such as mobility, speech, hearing or eyesight, memory or ability to concentrate, learning or understand, continence. The definition also includes long-term illnesses such as HIV, cancer and multiple sclerosis, from the point of diagnosis.
Learning objectives: Grant describes learning objectives as "the specific knowledge, skills and attitudes that the student will display at the end of (a) course" (p20, 2007). The earliest (and very pervasive) objectives models of education were linked to behaviourist theories and 'transmission' models of learning, emphasizing measurable, observable behavioural achievements that can be clearly and rigorously assessed. Later models considered problem solving or expressive outcomes as being more flexible than behavioral objectives.
Lifelong learning: Lifelong education is a form of learning that often takes place through distance learning, e-learning or continuing education. It also includes postgraduate programmes for those who want to improve their qualification, bring their skills up to date or retrain for a new line of work. The concept of lifelong learning is underpinned by the idea that scientific and technological change means that learning has to continue throughout life if people are to keep their knowledge current. It is also an approach to learning that emphasises that learning is something that continues throughout life, in many domains and is not simply related to work. (adapted from Wikipedia, http://en.wikipedia.org/wiki/Lifelong_learning)
Mentoring: A formal or informal system whereby a more experienced or senior colleague provides guidance, advice, support and a sounding board for a colleague around issues concerned with professional development.
Sexuality: This term refers to the general preference of people. It is an alternative term for 'sexual orientation' and is the term currently used.
Supervision: Usually a formal one-to-one relationship, focussed around professional conversations to help the supervisee develop reflective professional practice, learning and skills with the aim of improving patient care.

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