Developing Skilled Doctor-Patient Communication in the Workplace: A Qualitative Study of the Experiences of Trainees and Clinical Supervisors

ERIC Educational Resources Information Center

Giroldi, Esther; Veldhuijzen, Wemke; Geelen, Kristel; Muris, Jean; Bareman, Frits; Bueving, Herman; van der Weijden, Trudy; van der Vleuten, Cees

2017-01-01

To inform the development of recommendations to facilitate learning of skilled doctor-patient communication in the workplace, this qualitative study explores experiences of trainees and supervisors regarding how trainees learn communication and how supervisors support trainees' learning in the workplace. We conducted a qualitative study in a…

Master's Thesis Supervision: Relations between Perceptions of the Supervisor-Student Relationship, Final Grade, Perceived Supervisor Contribution to Learning and Student Satisfaction

ERIC Educational Resources Information Center

de Kleijn, Renske A. M.; Mainhard, M. Tim; Meijer, Paulien C.; Pilot, Albert; Brekelmans, Mieke

2012-01-01

Master's thesis supervision is a complex task given the two-fold goal of the thesis (learning and assessment). An important aspect of supervision is the supervisor-student relationship. This quantitative study (N = 401) investigates how perceptions of the supervisor-student relationship are related to three dependent variables: final grade,…

Supervising international students in clinical placements: perceptions of experiences and factors influencing competency development.

PubMed

Attrill, Stacie; Lincoln, Michelle; McAllister, Sue

2016-07-16

Health professional education programs attract students from around the world and clinical supervisors frequently report that international students find learning in clinical placement contexts particularly challenging. In existing literature clinical supervisors, who support international students on placement have identified concerns about their communication and interactions within clinical environments. However, clinical supervisors' perspectives about their experiences with international students on placement and the strategies they utilise to facilitate international student learning have not been described. As a result we have little insight into the nature of these concerns and what clinical supervisors do to support international students' competency development. Five focus group interviews were conducted with twenty Speech-Language Pathology clinical supervisors, recruited from 2 Australian universities. Interview data were analysed thematically. Themes identified were interpreted using cognitive load and sociocultural learning theories to enhance understanding of the findings. Four themes were identified: 'Complex teaching and learning relationships', 'Conceptions of students as learners'; Student communication skills for professional practice', and 'Positive mutual learning relationships'. Findings indicated that clinical supervisors felt positive about supporting international students in clinical placements and experienced mutual learning benefits. However, they also identified factors inherent to international students and the placement environment that added to workload, and made facilitating student learning complex. Clinical supervisors described strategies they used to support international students' cultural adjustment and learning, but communication skills were reported to be difficult to facilitate within the constraints of placements. Future research should address the urgent need to develop and test strategies for improving international students' learning in clinical settings.

Clinical supervisors' perspectives on delivering work integrated learning: a survey study.

PubMed

Mather, Carey A; McKay, Angela; Allen, Penny

2015-04-01

Previous research has indicated a disconnect between academic nursing programmes and workplace learning environments. Nurse supervisors and clinical practitioners have reported inadequate information and training on how to support students of nursing to learn in the clinical setting. This study aimed to investigate the level of confidence that clinical supervisors have in relation to specific components of supporting student learning in the work place. Survey of clinical nurse supervisors. Simulation-based clinical reasoning workshops. Sixty participants: fifty nine registered nurses, including nurse managers and clinical nurse educators, and one allied health professional. Survey using Likert scales and free-text questions. The findings indicated that clinicians were confident in sharing their knowledge and experience with students and making them feel welcome in the work place, they were less confident about what were the significant learnings in relation to students' academic programme. Registered nurses supervising students were experienced clinicians with many role responsibilities, which were perceived as barriers to the role of clinical supervisor. Participants reported that they would like tools to assist them with developing links to the academic programme. They considered that these tools would support student learning and remediation in the work place. This study found that the abilities of supervisors to support student learning is an identified gap impacting on work integrated learning. The results indicated the need for a professional development workshop, to enable clinical supervisors to move beyond promoting a supervision model, towards a theoretical framework for assisting and guiding students to learn. Addressing this deficit will improve growth and change in student learning in the work place. Copyright © 2015 Elsevier Ltd. All rights reserved.

Patterns in Clinical Students' Self-Regulated Learning Behavior: A Q-Methodology Study

ERIC Educational Resources Information Center

Berkhout, Joris J.; Teunissen, Pim W.; Helmich, Esther; van Exel, Job; van der Vleuten, Cees P.; Jaarsma, Debbie A.

2017-01-01

Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in…

Core Skills & Participative Learning. Coombe Lodge Working Paper. Information Bank Number 2088. Draft.

ERIC Educational Resources Information Center

Boffy, Roy; And Others

This paper is intended to help supervisors, trainers, and teachers involved in Great Britain's Youth Training Scheme (YTS) understand the principles of participative learning and use them in teaching core skills to YTS trainees. Participative learning is discussed in terms of its emphasis on individual activity in learning and recognition of the…

Integrated and implicit: how residents learn CanMEDS roles by participating in practice.

PubMed

Renting, Nienke; Raat, A N Janet; Dornan, Tim; Wenger-Trayner, Etienne; van der Wal, Martha A; Borleffs, Jan C C; Gans, Rijk O B; Jaarsma, A Debbie C

2017-09-01

Learning outcomes for residency training are defined in competency frameworks such as the CanMEDS framework, which ultimately aim to better prepare residents for their future tasks. Although residents' training relies heavily on learning through participation in the workplace under the supervision of a specialist, it remains unclear how the CanMEDS framework informs practice-based learning and daily interactions between residents and supervisors. This study aimed to explore how the CanMEDS framework informs residents' practice-based training and interactions with supervisors. Constructivist grounded theory guided iterative data collection and analyses. Data were collected by direct observations of residents and supervisors, combined with formal and field interviews. We progressively arrived at an explanatory theory by coding and interpreting the data, building provisional theories and through continuous conversations. Data analysis drew on sensitising insights from communities of practice theory, which provided this study with a social learning perspective. CanMEDS roles occurred in an integrated fashion and usually remained implicit during interactions. The language of CanMEDS was not adopted in clinical practice, which seemed to impede explicit learning interactions. The CanMEDS framework seemed only one of many factors of influence in practice-based training: patient records and other documents were highly influential in daily activities and did not always correspond with CanMEDS roles. Additionally, the position of residents seemed too peripheral to allow them to learn certain aspects of the Health Advocate and Leader roles. The CanMEDS framework did not really guide supervisors' and residents' practice or interactions. It was not explicitly used as a common language in which to talk about resident performance and roles. Therefore, the extent to which CanMEDS actually helps improve residents' learning trajectories and conversations between residents and supervisors about residents' progress remains questionable. This study highlights the fact that the reification of competency frameworks into the complexity of practice-based learning is not a straightforward exercise. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Creating Learning Momentum through Overt Teaching Interactions during Real Acute Care Episodes

ERIC Educational Resources Information Center

Piquette, Dominique; Moulton, Carol-Anne; LeBlanc, Vicki R.

2015-01-01

Clinical supervisors fulfill a dual responsibility towards patient care and learning during clinical activities. Assuming such roles in today's clinical environments may be challenging. Acute care environments present unique learning opportunities for medical trainees, as well as specific challenges. The goal of this paper was to better understand…

Preparation of Leadership Personnel: Combined Deaf Education/Learning Disabilities. Final Performance Report.

ERIC Educational Resources Information Center

Luetke-Stahlman, Barbara

This report describes activities and accomplishments of a four-year project to develop a doctoral program at the University of Kansas Medical Center to prepare teacher educators, researchers, supervisors/managers, and clinicians in programs in either deafness or learning disabilities and in a combined deafness and learning disabilities program.…

Being and becoming a psychotherapy supervisor: the crucial triad of learning difficulties.

PubMed

Watkins, C Edward

2013-01-01

More than 40 years ago eminent psychiatrist Richard Chessick penned a classic, highly prescient psychotherapy supervision paper (that appeared in this journal) in which he identified for supervisors the crucial triad of learning difficulties that tend to confront beginning therapists in their training. These are (a) dealing with the anxiety attendant to the development of psychological mindedness; (b) developing a psychotherapist identity; and (c) developing conviction about the meaningfulness of psychodynamics and psychotherapy. In this paper, I would like to revisit Chessick's seminal contribution about the teaching and learning of psychotherapy and extrapolate his triad of learning difficulties to the process of teaching and learning supervision. The process of being and becoming a psychotherapist has been likened to a developmental journey, and similarly being and becoming a supervisor is increasingly recognized as a developmental journey that is best stimulated by means of didactic and practical experiences (i.e., supervision coursework, seminars, or workshops and the supervision of supervision). In what follows, I would like to explore how Chessick's crucial triad of learning difficulties can be meaningfully extrapolated to and used to inform the supervision training situation. In extrapolating Chessick's triad, beginning supervisors or supervisor trainees can be conceptualized as confronting three critical issues: (a) dealing with the anxiety and demoralization attendant to the development of supervisory mindedness; (b) developing a supervisory identity; and (c) developing conviction about the meaningfulness of psychotherapy supervision. This triadic conceptualization appears to capture nicely core concerns that extend across the arc of the supervisor development process and provides a useful and usable way of thinking about supervisor training and informing it. Each component of the triadic conceptualization is described, and some supervisor education intervention possibilities are considered.

Critical Reflection as a Learning Tool for Nurse Supervisors: A Hermeneutic Phenomenological Study

ERIC Educational Resources Information Center

Urbas-Llewellyn, Agnes

2013-01-01

Critical reflection as a learning tool for nursing supervisors is a complex and multifaceted process not completely understood by healthcare leadership, specifically nurse supervisors. Despite a multitude of research studies on critical reflection, there remains a gap in the literature regarding the perceptions of the individual, the support…

The Forgotten Educator: Experiential Learning's Internship Supervisor

ERIC Educational Resources Information Center

Sosland, Jeffrey K.; Lowenthal, Diane J.

2017-01-01

Past studies have addressed the role of the university, student interns and, the faculty advisor; here, we attempt to fill in a missing piece of the experiential-learning process by examining the role and importance of the often overlooked internship supervisor. A survey was developed and distributed to 343 recent internship supervisors. Their…

Real Learning Connections: Questioning the Learner in the LIS Internship

ERIC Educational Resources Information Center

Bird, Nora J.; Crumpton, Michael A.

2014-01-01

The focus of literature on the role of internship has been on whether and how such activity benefits the student. A model is proposed that examines what happens for both the practitioner supervisor and the LIS educator during an internship experience. Is it possible that all participants learn from the experience and how can that learning be…

An Investigation into the Management of Online Teaching and Learning Spaces: A Case Study Involving Graduate Research Students

ERIC Educational Resources Information Center

Jowallah, Rohan

2014-01-01

This research evaluates the strategies implemented to support the research activities of postgraduate students pursuing online master's programs in the University of the West Indies Open Campus, as well as the activities of their supervisors. The three main strategies employed were (1) the use of a web-based "teaching-learning space" to…

Learning how to learn using simulation: Unpacking disguised feedback using a qualitative analysis of doctors' telephone talk.

PubMed

Eppich, Walter J; Rethans, Jan-Joost; Dornan, Timothy; Teunissen, Pim W

2018-05-04

Telephone talk between clinicians represents a substantial workplace activity in postgraduate clinical education, yet junior doctors receive little training in goal-directed, professional telephone communication. To assess educational needs for telephone talk and develop a simulation-based educational intervention. Thematic analysis of 17 semi-structured interviews with doctors-in-training from various training levels and specialties. We identified essential elements to incorporate into simulation-based telephone talk, including common challenging situations for junior doctors as well as explicit and informal aspects that promote learning. These elements have implications for both junior doctors and clinical supervisors, including: (a) explicit teaching and feedback practices and (b) informal conversational interruptions and questions. The latter serve as "disguised" feedback, which aligns with recent conceptualizations of feedback as "performance relevant information". In addition to preparing clinical supervisors to support learning through telephone talk, we propose several potential educational strategies: (a) embedding telephone communication skills throughout simulation activities and (b) developing stand-alone curricular elements to sensitize junior doctors to "disguised" feedback during telephone talk as a mechanism to augment future workplace learning, i.e. 'learning how to learn' through simulation.

What should we teach the teachers? Identifying the learning priorities of clinical supervisors.

PubMed

Bearman, Margaret; Tai, Joanna; Kent, Fiona; Edouard, Vicki; Nestel, Debra; Molloy, Elizabeth

2018-03-01

Clinicians who teach are essential for the health workforce but require faculty development to improve their educational skills. Curricula for faculty development programs are often based on expert frameworks without consideration of the learning priorities as defined by clinical supervisors themselves. We sought to inform these curricula by highlighting clinical supervisors own requirements through answering the research question: what do clinical supervisors identify as relative strengths and areas for improvement in their teaching practice? This mixed methods study employed a modified version of the Maastricht Clinical Teaching Questionnaire (mMCTQ) which included free-text reflections. Descriptive statistics were calculated and content analysis was conducted on textual comments. 481 (49%) of 978 clinical supervisors submitted their mMCTQs and associated reflections for the research study. Clinical supervisors self-identified relatively strong capability with interpersonal skills or attributes and indicated least capability with assisting learners to explore strengths, weaknesses and learning goals. The qualitative category 'establishing relationships' was the most reported strength with 224 responses. The qualitative category 'feedback' was the most reported area for improvement, with 151 responses. Key areas for curricular focus include: improving feedback practices; stimulating reflective and agentic learning; and managing the logistics of a clinical education environment. Clinical supervisors' self-identified needs provide a foundation for designing engaging and relevant faculty development programs.

Experiencing authenticity - the core of student learning in clinical practice.

PubMed

Manninen, Katri

2016-10-01

Learning in clinical practice is challenging regarding organizational and pedagogical issues. Clinical education wards are one way to meet these challenges by focusing on both patient care and student learning. However, more knowledge is needed about how students' learning can be enhanced and about patients' and supervisors' roles in these settings. The aim was to explore nursing students' learning on a clinical education ward with an explicit pedagogical framework. Semi-structured interviews of students were analyzed using qualitative content analysis and an ethnographic study including observations and follow-up interviews of students, patients and supervisors was conducted. The core of student meaningful learning experiences both external and internal authenticity. Students in early stages immediately created mutual relationships, experienced both external and internal authenticity, and patients became active participants in student learning. Without a mutual relationship, patients passively let students practice on their bodies. Students nearing graduation experienced only external authenticity, creating uncertainty as a threshold for learning. Caring for patients with complex needs helped students overcome the threshold and experience internal authenticity. Supervisors' challenges were to balance patient care and student learning by working as a team. They supported students coping with the complex challenges on the ward. Students need to experience external and internal authenticity to make learning meaningful. Experiencing authenticity, involving meaning-making processes and knowledge construction, is linked to transformative learning and overcoming thresholds. Therefore, an explicit pedagogical framework, based on patient-centredness, peer learning and the supervisory team, creates the prerequisites for experiencing external and internal authenticity.

Workplace-based assessment and students' approaches to learning: a qualitative inquiry.

PubMed

Al-Kadri, Hanan M; Al-Kadi, Mohammed T; Van Der Vleuten, Cees P M

2013-01-01

We have performed this research to assess the effect of work-place based assessment (WBA) practice on medical students' learning approaches. The research was conducted at the King Saud bin Abdulaziz University for Health Sciences, College of Medicine from 1 March to 31 July 2012. We conducted a qualitative, phenomenological research utilizing semi-structured individual interviews with medical students exposed to WBA. The audio-taped interviews were transcribed verbatim, analyzed, and themes were identified. We preformed investigators' triangulation, member checking with clinical supervisors and we triangulated the data with a similar research performed prior to the implementation of WBA. WBA results in variable learning approaches. Based on several affecting factors; clinical supervisors, faculty-given feedback, and assessment function, students may swing between surface, deep and effort and achievement learning approaches. Students' and supervisors' orientations on the process of WBA, utilization of peer feedback and formative rather than summative assessment facilitate successful implementation of WBA and lead to students' deeper approaches to learning. Interestingly, students and their supervisors have contradicting perceptions to WBA. A change in culture to unify students' and supervisors' perceptions of WBA, more accommodation of formative assessment, and feedback may result in students' deeper approach to learning.

Physiotherapy students' perceptions of learning in clinical practice in Sweden and India.

PubMed

Gard, Gunvor; Dagis, Daina

2016-01-01

It is reasonable to assume that conditions for learning differ between universities and countries. Increased understanding of similarities and differences of student's perceptions of learning environment can be useful in the development of the physiotherapy education as well as of the profession as such. Through international comparisons the benefits and challenges of educational programmes can be made transparent and serve as base for improvement. The objective of this study is to describe and compare physiotherapy students' perceptions of their learning environment in clinical practice in India and Sweden. A questionnaire study was performed, covering physiotherapy students' perceptions of their clinical learning environment, the physiotherapy supervisor within the clinical context, their supervisory relationship and the role of the clinical supervisor at two Universities, Luleå in Sweden and Amity in New Delhi, India. Undergraduate students at two physiotherapy programmes, in New Delhi, India and in Luleå, Sweden participated in the questionnaire study. In general, both groups had high rankings of their perceptions of the clinical learning environment. The Swedish students ranked individual supervision, participation in meetings, the supervisor as a resource, being a part of the team and giving them valuable feedback higher than the Indian group. The supervisory relationship was equally satisfying in groups, providing valuable feedback and acknowledging equality and mutuality in the relationship. The Indian group ranked the supervisor as a colleague, as a support in learning, and that he/she made them feel comfortable in meetings higher than the Swedish group. Both groups had high ratings of the supervisor and the clinical learning context Participation at meetings was higher rated in the Swedish and the supervisor as a support in learning higher rated of the Indian students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Conceptions of How a Learning or Teaching Curriculum, Workplace Culture and Agency of Individuals Shape Medical Student Learning and Supervisory Practices in the Clinical Workplace

ERIC Educational Resources Information Center

Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E.

2015-01-01

The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the…

Predicting Supervisor Capacities to Foster Higher Forms of Learning through Undergraduate Medical Student Research

ERIC Educational Resources Information Center

MacDougall, Margaret

2014-01-01

The credibility of short-term undergraduate research as a paradigm for effective learning within Medicine has been recognized. With a view to strengthening this paradigm and enhancing research-teaching linkages, this study explores whether particular types of research supervisor are pre-disposed to providing supportive learning environments.…

Principal Professional Learning Community Behavior in Low Wealth High Schools with Higher and Lower Student Achievement as Measured by Mastery Scores on the New York State Eleventh Grade ELA Regents Exam

ERIC Educational Resources Information Center

Adams, Adrian

2016-01-01

This study was designed to analyze non-principal staff supervisors' perceptions of PLC efforts, encouragements, and activities in the six dimensions of a professional learning community (PLC) characterized as shared and supportive leadership, shared values and vision, collaborative culture, a focus on learning, supportive relationships, and…

Reflect and learn together - when two supervisors interact in the learning support process of nurse education.

PubMed

Berglund, Mia; Sjögren, Reet; Ekebergh, Margaretha

2012-03-01

To describe the importance of supervisors working together in supporting the learning process of nurse students through reflective caring science supervision. A supervision model has been developed in order to meet the need for interweaving theory and practice. The model is characterized by learning reflection in caring science. A unique aspect of the present project was that the student groups were led by a teacher and a nurse. Data were collected through interviews with the supervisors. The analysis was performed with a phenomenological approach. The results showed that theory and practice can be made more tangible and interwoven by using two supervisors in a dual supervision. The essential structure is built on the constituents 'Reflection as Learning Support', 'Interweaving Caring Science with the Patient's Narrative', 'The Student as a Learning Subject' and 'The Learning Environment of Supervision'. The study concludes that supervision in pairs provides unique possibilities for interweaving and developing theory and practice. The supervision model offers unique opportunities for cooperation, for the development of theory and practice and for the development of the professional roll of nurses and teachers. © 2012 Blackwell Publishing Ltd.

"Her Energy Kind of Went into a Different Place": A Qualitative Study Examining Supervisors' Experience of Promoting Reflexive Learning in Students

ERIC Educational Resources Information Center

McCandless, Robert; Eatough, Virginia

2012-01-01

For family therapists in training, a key learning outcome is the development of reflexive abilities. This study explores the experience of three experienced training supervisors as they address this learning outcome with students. Transcripts of semi-structured interviews were analyzed using interpretative phenomenological analysis. The…

Why and how do general practitioners teach? An exploration of the motivations and experiences of rural Australian general practitioner supervisors.

PubMed

Ingham, Gerard; Fry, Jennifer; O'Meara, Peter; Tourle, Vianne

2015-10-29

In medical education, a learner-centred approach is recommended. There is also a trend towards workplace-based learning outside of the hospital setting. In Australia, this has resulted in an increased need for General Practitioner (GP) supervisors who are receptive to using adult learning principles in their teaching. Little is known about what motivates Australian GP supervisors and how they currently teach. A qualitative study involving semi-structured interviews with 20 rural GP supervisors who work within one Regional Training Provider region in Australia explored their reasons for being a supervisor and how they performed their role. Data was analysed using a thematic analysis approach. GP supervisors identified both personal and professional benefits in being a supervisor, as well as some benefits for their practice. Supervision fulfilled a perceived broader responsibility to the profession and community, though they felt it had little impact on rural retention of doctors. While financial issues did not provide significant motivation to teach, the increasing financial inequity compared with providing direct patient care might impact negatively on the decision to be or to remain a supervisor in the future. The principal challenge for supervisors was finding time for teaching. Despite this, there was little evidence of supervisors adopting strategies to reduce teaching load. Teaching methods were reported in the majority to be case-based with styles extending from didactic to coach/facilitator. The two-way collegiate relationship with a registrar was valued, with supervisors taking an interest in the registrars beyond their development as a clinician. Supervisors report positively on their teaching and mentoring roles. Recruitment strategies that highlight the personal and professional benefits that supervision offers are needed. Practices need assistance to adopt models of supervision and teaching that will help supervisors productively manage the increasing number of learners in their practices. Educational institutions should facilitate the development and maintenance of supportive supervision and a learning culture within teaching practices. Given the variety of teaching approaches, evaluation of in-practice teaching is recommended.

Healthcare students' evaluation of the clinical learning environment and supervision - a cross-sectional study.

PubMed

Pitkänen, Salla; Kääriäinen, Maria; Oikarainen, Ashlee; Tuomikoski, Anna-Maria; Elo, Satu; Ruotsalainen, Heidi; Saarikoski, Mikko; Kärsämänoja, Taina; Mikkonen, Kristina

2018-03-01

The purpose of clinical placements and supervision is to promote the development of healthcare students´ professional skills. High-quality clinical learning environments and supervision were shown to have significant influence on healthcare students´ professional development. This study aimed to describe healthcare students` evaluation of the clinical learning environment and supervision, and to identify the factors that affect these. The study was performed as a cross-sectional study. The data (n = 1973) were gathered through an online survey using the Clinical Learning Environment, Supervision and Nurse Teacher scale during the academic year 2015-2016 from all healthcare students (N = 2500) who completed their clinical placement at a certain university hospital in Finland. The data were analysed using descriptive statistics and binary logistic regression analysis. More than half of the healthcare students had a named supervisor and supervision was completed as planned. The students evaluated the clinical learning environment and supervision as 'good'. The students´ readiness to recommend the unit to other students and the frequency of separate private unscheduled sessions with the supervisor were the main factors that affect healthcare students` evaluation of the clinical learning environment and supervision. Individualized and goal-oriented supervision in which the student had a named supervisor and where supervision was completed as planned in a positive environment that supported learning had a significant impact on student's learning. The clinical learning environment and supervision support the development of future healthcare professionals' clinical competence. The supervisory relationship was shown to have a significant effect on the outcomes of students' experiences. We recommend the planning of educational programmes for supervisors of healthcare students for the enhancement of supervisors' pedagogical competencies in supervising students in the clinical practice. Copyright © 2018 Elsevier Ltd. All rights reserved.

The development and evaluation of online stories to enhance clinical learning experiences across health professions in rural Australia.

PubMed

Paliadelis, Penny Susan; Stupans, Leva; Parker, Vicki; Piper, Donella; Gillan, Pauline; Lea, Jackie; Jarrott, Helen Mary; Wilson, Rhonda; Hudson, Judith N; Fagan, Anthea

2015-01-01

Clinical placement learning experiences are integral to all health and medical curricula as a means of integrating theory into practice and preparing graduates to deliver safe, high-quality care to health consumers. A growing challenge for education providers is to access sufficient clinical placements with experienced supervisors who are skilled at maximising learning opportunities for students. This paper reports on the development and evaluation of an innovative online learning program aimed at enhancing student and clinical supervisors' preparedness for effective workplace-based learning. The evidence-based learning program used 'story-telling' as the learning framework. The stories, which were supported by a range of resources, aimed to engage the learners in understanding student and supervisor responsibilities, as well as the expectations and competencies needed to support effective learning in the clinical environment. Evaluation of this program by the learners and stakeholders clearly indicated that they felt authentically 'connected' with the characters in the stories and developed insights that suggested effective learning had occurred.

Using Graphs. Supervising: Technical Aspects of Supervision. The Choice Series #32. A Self Learning Opportunity.

ERIC Educational Resources Information Center

Carr, Linda

This learning unit on using graphs is one in the Choice Series, a self-learning development program for supervisors. Purpose stated for the approximately eight-hour-long unit is to enable the supervisor to look at the usefulness of graphs in displaying figures, use graphs to compare sets of figures, identify trends and seasonal variations in…

Conceptions of how a learning or teaching curriculum, workplace culture and agency of individuals shape medical student learning and supervisory practices in the clinical workplace.

PubMed

Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E

2015-05-01

The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the clinical workplace and (b) how they contribute to student learning. The methodology included a combination of a qualitative, inductive (conventional) and deductive (directed) content analysis approach. The study triangulated two types of interview data from 4 focus group interviews and 34 individual interviews. A total of 55 physicians participated. Three overarching themes emerged from the data: learning as membership, learning as partnership and learning as ownership. The themes described how physician conceptions of learning and supervision were guided by the notions of learning-as-participation and learning-as-acquisition. The clinical workplace was either conceptualized as a context in which student learning is based on a learning curriculum, continuity of participation and partnerships with supervisors, or as a temporary source of knowledge within a teaching curriculum. The process of learning was shaped through the reciprocity between different factors in the workplace context and the agency of students and supervising physicians. A systems-thinking approach merged with the "co-participation" conceptual framework advocated by Billet proved to be useful for analyzing variations in conceptions. The findings suggest that mapping workplace supervisor conceptions of learning can be a valuable starting point for medical schools and educational developers working with changes in clinical educational and faculty development practices.

Scaffolding student learning in clinical practice.

PubMed

Spouse, J

1998-05-01

For many years the profession has acknowledged a schism between theories taught in the classroom and the practice of clinicians. This tends to arise from beliefs that knowledge which has been generalized (formalized) can be readily transferred to informal settings (practice). Whilst apprehension of formalized knowledge is crucial to professional development, a mediator is necessary to demonstrate its relevance to practice. A variety of solutions have been offered which all have value but without effective social support fail to resolve the problem. Findings from a longitudinal study investigating the professional development of pre-registration nursing students indicate the importance of sponsorship by a member of clinical staff and participation in legitimate peripheral activities. In the absence of effective sponsorship, students found it difficult to participate in clinical activities or to learn. As a result, their professional development during placements became stunted with subsequent implications for their professional future. Questions concerned with this phenomena were explored using documentary evidence supplied by research participants, observations of their practice and focused interviews throughout their programme. Sociocultural or activity theories of human learning offer some attractive explanations. One strategy is scaffolding which takes place within sponsored nursing activities and builds on the important concept of the Zone of Proximal Development (ZPD), where speech becomes a tool to mediate learning and development. As a diagnostic tool, scaffolding enables both supervisor and learner to recognize knowledge-in-waiting and knowledge-in-use and hence learning need, thus stimulating opportunities for further learning and professional development beneficial to both learner and supervisor. It provides a means for theory and practice to become integrated.

The Comfortable Cafeteria Program for Promoting Student Participation and Enjoyment: An Outcome Study.

PubMed

Bazyk, Susan; Demirjian, Louise; Horvath, Frances; Doxsey, Lauri

A mixed-methods design was used to explore the outcomes of a 6-wk, occupational therapist-led Comfortable Cafeteria program designed to build cafeteria supervisors' and students' capacity to create a positive mealtime environment so that all students can successfully participate in and enjoy a healthy meal and socialization with peers. Students whose scores were in the low and mid-range at the outset had statistically significant improvements in pretest-posttest visual analog scale ratings of participation and enjoyment. Cafeteria supervisors demonstrated statistically significant improvements in their perceptions of knowledge and skills to supervise and to encourage healthy eating. Qualitative findings add further insight into the program, suggesting that students learned prosocial values (e.g., being kind, helping others), supervisors actively encouraged positive social interaction, and occupational therapists enjoyed implementing the program and recognized positive supervisor and student changes as a result of integrating services in the cafeteria. Copyright © 2018 by the American Occupational Therapy Association, Inc.

Dealing with the tension: how residents seek autonomy and participation in the workplace.

PubMed

Olmos-Vega, Francisco M; Dolmans, Diana H J M; Vargas-Castro, Nicolas; Stalmeijer, Renée E

2017-07-01

The workplace can be a strenuous setting for residents: although it offers a wealth of learning opportunities, residents find themselves juggling their responsibilities. Even though supervisors regulate what is afforded to residents, the former find it difficult to strike the proper balance between residents' independence and support, which could create tensions. But what tensions do residents experience during clinical supervision and how do they cope with them to maximise their learning opportunities? Understanding how residents act on different affordances in the workplace is of paramount importance, as it influences their learning. Residents from different levels of training and disciplines participated in three focus groups (n = 19) and 10 semi-structured interviews (n = 10). The authors recruited these trainees using purposive and convenience sampling. Audio-recordings were transcribed verbatim and the ensuing scripts were analysed using a constructivist grounded theory methodology. Residents reported that the autonomy and practice opportunities given by their supervisors were either excessive or too limited, and both were perceived as tensions. When in excess, trainees enlisted the help of their supervisor or peers, depending on how safe they recognised the learning environment to be. When practice opportunities were curtailed, trainees tried to negotiate more if they felt the learning environment was safe. When they did not, trainees became passive observers. Learning from each engagement was subject to the extent of intersubjectivity achieved between the actors involved. Tensions arose when supervisors did not give trainees the desired degree of autonomy and opportunities to participate. Trainees responded in various ways to maximise their learning opportunities. For these different engagement-related responses to enhance workplace learning in specialty training, achieving intersubjectivity between trainee and supervisor seems foundational. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Penumbra: Doctoral Support as Drama--From the "Lightside" to the "Darkside." From Front of House to Trapdoors and Recesses

ERIC Educational Resources Information Center

Wisker, Gina; Robinson, Gillian; Bengtsen, Søren S. E.

2017-01-01

Much international doctoral learning research focuses on personal, institutional and learning support provided by supervisors, managed relationships,"nudging" robust, conceptual, critical, creative work. Other work focuses on stresses experienced in supervisor-student relationships and doctoral journeys. Some considers formal and…

Work-Integrated Learning in Vietnam: Perspectives of Intern Work Supervisors

ERIC Educational Resources Information Center

Bilsland, Christine; Nagy, Helga

2015-01-01

This paper addresses work-integrated learning program issues from the perspective of work supervisors of interns from a foreign university in an offshore market environment--Vietnam. Universities expanding their markets overseas must research all relevant aspects of the local environment when making operational expansion decisions, and continue…

Pre-training to improve workshop performance in supervisor skills: an exploratory study of Latino agricultural workers.

PubMed

Austin, J; Alvero, A M; Fuchs, M M; Patterson, L; Anger, W K

2009-07-01

Employees with limited education may be excluded from advanced training due to assumptions that they might not learn rapidly. However, preparatory training may be able to overcome missing experience in education. The purpose of this study was to test the hypothesis that computer-based training (CBT) in supervisor skills of Latino agricultural workers would improve subsequent performance in a workshop designed to teach supervisor skills. Ten men born and educated in Mexico participated in the study; all spoke Spanish, the language of the training. Five participants (mean 6.4 years of education) completed supervisor skills CBT, and five participants (mean 8.2 years of education) completed hazard communication (HazCom) CBT as a control condition. Following the CBT, all participants completed a two-day face-to-face workshop on supervisory skills conducted by an experienced behavior management consultant. Although the groups did not differ in their knowledge scores on a multiple-choice test before the face-to-face workshop, after the workshop the HazCom group had a mean test score of 51.2% (SD = 8.7) while the supervisor group had a higher mean test score of 65.2% (SD = 14.3). The difference was marginally significant by a t-test (p = 0.052), and the effect size was large (d = 1.16). The results suggest that computer-based training in supervisor skills can be effective in preparing participants with limited education to learn supervisor skills from a face-to-face workshop. This result suggests that limited educational attainment is not a barrier to learning the complex knowledge required to supervise employees, that pre-training may improve learning in a workshop format, and that training may be presented effectively in a computer-based format to employees with limited education.

Developing skilled doctor-patient communication in the workplace: a qualitative study of the experiences of trainees and clinical supervisors.

PubMed

Giroldi, Esther; Veldhuijzen, Wemke; Geelen, Kristel; Muris, Jean; Bareman, Frits; Bueving, Herman; van der Weijden, Trudy; van der Vleuten, Cees

2017-12-01

To inform the development of recommendations to facilitate learning of skilled doctor-patient communication in the workplace, this qualitative study explores experiences of trainees and supervisors regarding how trainees learn communication and how supervisors support trainees' learning in the workplace. We conducted a qualitative study in a general practice training setting, triangulating various sources of data to obtain a rich understanding of trainees and supervisors' experiences: three focus group discussions, five discussions during training sessions and five individual interviews. Thematic network analysis was performed during an iterative process of data collection and analysis. We identified a communication learning cycle consisting of six phases: impactful experience, change in frame of reference, identification of communication strategies, experimentation with strategies, evaluation of strategies and incorporation into personal repertoire. Supervisors supported trainees throughout this process by creating challenges, confronting trainees with their behaviour and helping them reflect on its underlying mechanisms, exploring and demonstrating communication strategies, giving concrete practice assignments, creating safety, exploring the effect of strategies and facilitating repeated practice and reflection. Based on the experiences of trainees and supervisors, we conclude that skilled communication involves the development of a personal communication repertoire from which learners are able to apply strategies that fit the context and their personal style. After further validation of our findings, it may be recommended to give learners concrete examples, opportunities for repeated practise and reflection on personal frames of reference and the effect of strategies, as well as space for authenticity and flexibility. In the workplace, the clinical supervisor is able to facilitate all these essential conditions to support his/her trainee in becoming a skilled communicator.

Subordinate Imitation of Supervisor Behavior: The Role of Supervisor Power and Subordinate Self-Esteem.

ERIC Educational Resources Information Center

Adler, Seymour

1983-01-01

Examined similarity in the behavior tendencies of subordinates and their supervisors. Respondents were 66 department heads and branch managers in an Israeli banking organization. The overall pattern of results largely supported the applicability of Social Learning Theory to organizational modeling. (JAC)

Core competencies in advanced training: what supervisors say about graduate training.

PubMed

Nelson, Thorana S; Graves, Todd

2011-10-01

In an attempt to identify needed mental health skills, many professional organizations have or are in the process of establishing core competency standards for their professions. The AAMFT identified 128 core competencies for the independent practice of MFT. The aim of this study was to learn the opinions of AAMFT Approved Supervisors as to how well prepared postgraduate trainees are when compared to the core competencies. One hundred thirty-five AAMFT Approved Supervisors provided their perspectives on (a) which competencies are most commonly learned in MFT graduate programs, (b) how well the graduates have mastered these competencies, and (c) the level to which the supervisors need the competencies to be mastered prior to entering advanced training. Results suggest that a gap exists between the level of mastery that the postgraduate trainees exhibit and the level desired by supervisors. Implications are suggested for closing this gap. © 2011 American Association for Marriage and Family Therapy.

How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study.

PubMed

Sagasser, Margaretha H; Kramer, Anneke W M; van der Vleuten, Cees P M

2012-08-06

Self-regulation is essential for professional development. It involves monitoring of performance, identifying domains for improvement, undertaking learning activities, applying newly learned knowledge and skills and self-assessing performance. Since self-assessment alone is ineffective in identifying weaknesses, learners should seek external feedback too. Externally regulated educational interventions, like reflection, learning portfolios, assessments and progress meetings, are increasingly used to scaffold self-regulation.The aim of this study is to explore how postgraduate trainees regulate their learning in the workplace, how external regulation promotes self-regulation and which elements facilitate or impede self-regulation and learning. In a qualitative study with a phenomenologic approach we interviewed first- and third-year GP trainees from two universities in the Netherlands. Twenty-one verbatim transcripts were coded. Through iterative discussion the researchers agreed on the interpretation of the data and saturation was reached. Trainees used a short and a long self-regulation loop. The short loop took one week at most and was focused on problems that were easy to resolve and needed minor learning activities. The long loop was focused on complex or recurring problems needing multiple and planned longitudinal learning activities. External assessments and formal training affected the long but not the short loop. The supervisor had a facilitating role in both loops. Self-confidence was used to gauge competence.Elements influencing self-regulation were classified into three dimensions: personal (strong motivation to become a good doctor), interpersonal (stimulation from others) and contextual (organizational and educational features). Trainees did purposefully self-regulate their learning. Learning in the short loop may not be visible to others. Trainees should be encouraged to actively seek and use external feedback in both loops. An important question for further research is which educational interventions might be used to scaffold learning in the short loop. Investing in supervisor quality remains important, since they are close to trainee learning in both loops.

How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study

PubMed Central

2012-01-01

Background Self-regulation is essential for professional development. It involves monitoring of performance, identifying domains for improvement, undertaking learning activities, applying newly learned knowledge and skills and self-assessing performance. Since self-assessment alone is ineffective in identifying weaknesses, learners should seek external feedback too. Externally regulated educational interventions, like reflection, learning portfolios, assessments and progress meetings, are increasingly used to scaffold self-regulation. The aim of this study is to explore how postgraduate trainees regulate their learning in the workplace, how external regulation promotes self-regulation and which elements facilitate or impede self-regulation and learning. Methods In a qualitative study with a phenomenologic approach we interviewed first- and third-year GP trainees from two universities in the Netherlands. Twenty-one verbatim transcripts were coded. Through iterative discussion the researchers agreed on the interpretation of the data and saturation was reached. Results Trainees used a short and a long self-regulation loop. The short loop took one week at most and was focused on problems that were easy to resolve and needed minor learning activities. The long loop was focused on complex or recurring problems needing multiple and planned longitudinal learning activities. External assessments and formal training affected the long but not the short loop. The supervisor had a facilitating role in both loops. Self-confidence was used to gauge competence.Elements influencing self-regulation were classified into three dimensions: personal (strong motivation to become a good doctor), interpersonal (stimulation from others) and contextual (organizational and educational features). Conclusions Trainees did purposefully self-regulate their learning. Learning in the short loop may not be visible to others. Trainees should be encouraged to actively seek and use external feedback in both loops. An important question for further research is which educational interventions might be used to scaffold learning in the short loop. Investing in supervisor quality remains important, since they are close to trainee learning in both loops. PMID:22866981

Longitudinal evaluation of a pilot e-portfolio-based supervision programme for final year medical students: views of students, supervisors and new graduates.

PubMed

Vance, Gillian H S; Burford, Bryan; Shapiro, Ethan; Price, Richard

2017-08-22

Little is known about how best to implement portfolio-based learning in medical school. We evaluated the introduction of a formative e-portfolio-based supervision pilot for final year medical students by seeking views of students, supervisors and graduates on use and educational effects. Students and supervisors were surveyed by questionnaire, with free text comments invited. Interviews were held with new graduates in their first Foundation Programme placement. Most students used the e-portfolio (54%) and met with their supervisor (62%) 'once or twice' only. Students had more negative views: 22% agreed that the pilot was beneficial, while most supervisors thought that e-portfolio (72%) and supervision (86%) were a 'good idea'. More students reported supervision meetings benefited learning (49%) and professional development (55%) than the e-portfolio did (16%; 28%). Only 47% of students felt 'prepared' for future educational processes, though graduates noted benefits for navigating and understanding e-portfolio building and supervision. Factors limiting engagement reflected 'burden', while supervision meetings and early experience of postgraduate processes offered educational value. Final year students have negative attitudes to a formative e-portfolio, though benefits for easing the educational transition are recognised by graduates. Measures to minimize time, repetition and redundancy of processes may encourage use. Engagement is influenced by the supervisor relationship and educational value may be best achieved by supporting supervisors to develop strategies to facilitate, and motivate self-directed learning processes in undergraduates.

On being supervised: getting value from a clinical supervisor and making the relationship work when it is not.

PubMed

Parker, Stephen; Suetani, Shuichi; Motamarri, Balaji

2017-12-01

The importance of clinical supervision is emphasised in psychiatric training programs. Despite this, the purpose and processes of supervision are often poorly defined. There is limited guidance available for trainees about their role in making supervision work. This paper considers the nature of supervision in psychiatric training and provides practical advice to help supervisees take active steps to make supervision work. In obtaining value from supervision, the active role of the supervisee in seeking feedback, finding value in criticism and building autonomy is emphasised. Additionally, the importance of exploring what value a supervisor can offer and maintaining realistic expectations is considered. Trainees can benefit from taking an active role in planning and managing their supervision to maximise their learning.

Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment. Studies in Mathematical Thinking and Learning Series.

ERIC Educational Resources Information Center

Artzt, Alice F.; Armour-Thomas, Eleanor

This activity-oriented book for preservice mathematics teachers who are taking methods courses or who have been student teaching offers a framework for teacher reflection and self- assessment. It supplies detailed observation instruments for observing other teachers, reflective activities, and guidelines and instruments for supervisors. There are…

What Should We Teach the Teachers? Identifying the Learning Priorities of Clinical Supervisors

ERIC Educational Resources Information Center

Bearman, Margaret; Tai, Joanna; Kent, Fiona; Edouard, Vicki; Nestel, Debra; Molloy, Elizabeth

2018-01-01

Clinicians who teach are essential for the health workforce but require faculty development to improve their educational skills. Curricula for faculty development programs are often based on expert frameworks without consideration of the learning priorities as defined by clinical supervisors themselves. We sought to inform these curricula by…

Needs and Rewards. Supervising: Principles and Practice of Supervision. The Choice Series #11. A Self Learning Opportunity.

ERIC Educational Resources Information Center

Ellingham, Richard

This learning unit on needs and rewards is one in the Choice Series, a self-learning development program for supervisors. Purpose stated for the approximately eight-hour-long unit is to enable the supervisor to understand and list the needs that influence work behavior and devise ways in which a work system can be both productive and rewarding for…

Supporting Placement Supervision in Clinical Exercise Physiology

ERIC Educational Resources Information Center

Sealey, Rebecca M.; Raymond, Jacqueline; Groeller, Herb; Rooney, Kieron; Crabb, Meagan; Watt, Kerrianne

2015-01-01

The continued engagement of the professional workforce as supervisors is critical for the sustainability and growth of work-integrated learning activities in university degrees. This study investigated factors that influence the willingness and ability of clinicians to continue to supervise clinical exercise physiology work-integrated learning…

The learning environment of paediatric interns in South Africa.

PubMed

Naidoo, Kimesh L; Van Wyk, Jacqueline M; Adhikari, Miriam

2017-11-29

South African (SA) paediatric interns (recently qualified medical graduates) work in a high disease burdened and resource deficient environment for two years, prior to independent practice. Perceptions of this learning environment (LE) influences their approaches to training as well as the outcomes of this period of development. Obstacles to creating a supportive LE and supervisor interaction affects the quality of this training. Measuring perceptions of the LE with validated instruments can help inform improvements in learning during this crucial period of medical education. The aims of this study was to determine the psychometric qualities of the Postgraduate Hospital Educational Environment Measure (PHEEM) amongst paediatric interns across four hospital complexes in South Africa and to measure the LE as perceived by both interns and their supervisors. Construct validity was tested using factor analysis and internal consistency was measured with Cronbach's alpha. A total of 209 interns and 60 supervisors (69% intern response rate) responded to the questionnaire. The PHEEM was found to be very reliable with an overall Cronbach's alpha of 0.943 and 0.874 for intern and supervisors respectively. Factor analysis using a 3-factor solution accounted for 42% of the variance with the teaching subscale having the best fit compared with the other sub-scales of the original tool. Most interns perceived the learning environment as being more positive than negative however, their perceptions differed significantly from that of their supervisors. Poor infrastructural support from institutions, excessive workloads and inadequate supervision were factors preventing optimal training of paediatric interns. The SA version of the PHEEM tool used was found to be a reliable and valid instrument for use in interns amongst high disease burdened contexts. Various obstacles to creating an ideal learning environment for paediatric interns were identified to be in need of urgent review. Key differences in perceptions of an ideal learning environment between interns and their supervisors need to be fully explored as these may result in sub-optimal supervision and mentoring.

The national portfolio of learning for postgraduate family medicine training in South Africa: experiences of registrars and supervisors in clinical practice.

PubMed

Jenkins, Louis; Mash, Bob; Derese, Anselme

2013-11-08

In South Africa the submission of a portfolio of learning has become a national requirement for assessment of family medicine training. A national portfolio has been developed, validated and implemented. The aim of this study was to explore registrars' and supervisors' experience regarding the portfolio's educational impact, acceptability, and perceived usefulness for assessment of competence. Semi-structured interviews were conducted with 17 purposively selected registrars and supervisors from all eight South African training programmes. The portfolio primarily had an educational impact through making explicit the expectations of registrars and supervisors in the workplace. This impact was tempered by a lack of engagement in the process by registrars and supervisors who also lacked essential skills in reflection, feedback and assessment. The acceptability of the portfolio was limited by service delivery demands, incongruence between the clinical context and educational requirements, design of the logbook and easy availability of the associated tools. The use of the portfolio for formative assessment was strongly supported and appreciated, but was not always happening and in some cases registrars had even organised peer assessment. Respondents were unclear as to how the portfolio would be used for summative assessment. The learning portfolio had a significant educational impact in shaping work-place based supervision and training and providing formative assessment. Its acceptability and usefulness as a learning tool should increase over time as supervisors and registrars become more competent in its use. There is a need to clarify how it will be used in summative assessment.

Care, Thoughtfulness, and Tact: A Conceptual Framework for University Supervisors

ERIC Educational Resources Information Center

Cuenca, Alexander

2010-01-01

The pedagogical work of university supervisors has received little attention in teacher education literature. Based on this concern, this paper provides a conceptual framework for university supervisors, recasting their role as teacher pedagogues focused on responding to the particular contextual needs of student teachers as they learn to teach.…

Training the Trainers: Learning to Be a Principal Supervisor

ERIC Educational Resources Information Center

Saltzman, Amy

2017-01-01

While most principal supervisors are former principals themselves, few come to the role with specific training in how to do the job effectively. For this reason, both the Washington, D.C., and Tulsa, Oklahoma, principal supervisor programs include a strong professional development component. In this article, the author takes a look inside these…

The Supervision Dance: Learning to Lead and Follow a Student Teacher

ERIC Educational Resources Information Center

Trout, Muffet

2008-01-01

This article chronicles the journey of a student teaching supervisor as she worked with one of her student teachers. Early in their relationship, the supervisor's assessment of the student teacher's dispositions for teaching triggered concern. In this self-study, the supervisor was guided by Nel Noddings' (2003) phenomenological description of…

"Her energy kind of went into a different place": a qualitative study examining supervisors' experience of promoting reflexive learning in students.

PubMed

McCandless, Robert; Eatough, Virginia

2012-10-01

For family therapists in training, a key learning outcome is the development of reflexive abilities. This study explores the experience of three experienced training supervisors as they address this learning outcome with students. Transcripts of semi-structured interviews were analyzed using interpretative phenomenological analysis. The Supervisory Relationship emerged as a single overarching theme that contained and contextualized three further themes: Promoting Learning, Dimensions of Power, and The Self of the Supervisor. One theme is reported here, Promoting Learning, with an illustrative example of experiential learning in a student that demonstrates the overriding significance of The Supervisory Relationship. The findings are discussed in the context of current literature and research regarding supervision and training. This study adds richness and detail to material published on supervisory experience, and documents supervisory "micro-skills" relevant to the development of reflexive abilities in students. © 2012 American Association for Marriage and Family Therapy.

Tools and Strategies for Engaging the Supervisor in Technology-Supported Work-Based Learning, Evaluation Research

ERIC Educational Resources Information Center

Bianco, Manuela; Collis, Betty

2004-01-01

This study reports the results of the formative evaluations of two computer-supported tools and the associated strategies for their use. Tools and strategies embedded in web-based courses can increase a supervisor's involvement in helping employees transfer learning onto the workplace. Issues relating to characteristics of the tools and strategies…

Sharing the Load: Understanding the Roles of Academics and Host Supervisors in Work-Integrated Learning

ERIC Educational Resources Information Center

Winchester-Seeto, Theresa; Rowe, Anna; Mackaway, Jacqueline

2016-01-01

Student supervision is a key factor underpinning the success of work-integrated learning programs. Supervisory responsibilities can be shared across a number of stakeholders including university staff and host/workplace supervisors. While there have been attempts to understand the roles played by each of these stakeholders, little research has…

Educational Supervisors' Metaphorical Roots of Beliefs about Teaching and Learning

ERIC Educational Resources Information Center

Buaraphan, Khajornsak

2012-01-01

Beliefs are a complex psychological construct that have potential to drive a person to make decisions and act. A person's metaphors can serve as roots of their beliefs. In this study, the metaphor construction task (MCT) was utilized to uncover beliefs about teaching and learning held by 216 educational supervisors from 10 provinces in the central…

A Qualitative Inquiry of the Roles, Responsibilities, and Relationships within Work-Based Learning Supervision

ERIC Educational Resources Information Center

Kenny, Maureen E.; Medvide, Mary Beth; Minor, Kelly A.; Walsh-Blair, Lynn Y.; Bempechat, Janine; Seltzer, Joanne M. Ruane; Blustein, David L.

2015-01-01

Although meaningful work experience and the support of caring adults are recognized as factors that promote positive youth development, research has given minimal attention to the role of the work-based learning (WBL) supervisor. Interviews with 12 supervisors, from work sites that were identified as successful by leaders from a Catholic high…

Developing a multisource feedback tool for postgraduate medical educational supervisors.

PubMed

Archer, Julian; Swanwick, Tim; Smith, Daniel; O'Keeffe, Catherine; Cater, Nerys

2013-01-01

Supervisors play a key role in the development of postgraduate medical trainees both in the oversight of their day-to-day clinical practice but also in the support of their learning experiences. In the UK, there has been a clear distinction made between these two activities. In this article, we report on the development of a web-based multisource feedback (MSF) tool for educational supervisors in the London Deanery, an organisation responsible for 20% of the UK's doctors and dentists in training. A narrative review of the literature generated a question framework for a series of focus groups. Data were analysed using an interpretative thematic approach and the resulting instrument piloted online. Instrument performance was analysed using a variety of tools including factor analysis, generalisability theory and analysis of performance in the first year of implementation. Two factors were initially identified. Three questions performed inadequately and were subsequently discarded. Educational supervisors scored well, generally rating themselves lower than they were by their trainees. The instrument was launched in July 2010, requiring five respondents to generate a summated report, with further validity evidence collated over the first year if implementation. Arising out of a robust development process, the London Deanery MSF instrument for educational supervisors is a tool that demonstrates considerable evidence of validity and can provide supervisors with useful evidence of their effectiveness.

The Japanese and the American First-Line Supervisor.

ERIC Educational Resources Information Center

Bryan, Leslie A., Jr.

1982-01-01

Compares the American and Japanese first-line supervisor: production statistics, supervisory style, company loyalty, management style, and communication. Also suggests what Americans might learn from the Japanese methods. (CT)

Conduct of Operations. MAS-121. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

ERIC Educational Resources Information Center

Westinghouse Electric Corp., Carlsbad, NM.

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to teach trainees to apply conduct of operations principles to their area(s) of responsibility. The following topics are covered in the module's individual…

Pre-Service Teachers' Beliefs about the Roles of Thesis Supervisors: A Case Study

ERIC Educational Resources Information Center

Tapia Carlín, Rebeca Elena

2013-01-01

Trainee beliefs about the roles of thesis supervisors can exert an important influence on timely and successful completion of theses. This research article explores pre-service teacher beliefs about the roles of thesis supervisors through the analysis of their learning diaries. The aim of this study is to identify ways to improve supervisory…

Regulatory Organizations and Their Requirements. MAS-113. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

ERIC Educational Resources Information Center

Westinghouse Electric Corp., Carlsbad, NM.

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to enable trainees to identify regulatory organizations and oversight groups and monitor and provide guidance in the implementation of the requirements of…

Does Research Degree Supervisor Training Work? The Impact of a Professional Development Induction Workshop on Supervision Practice

ERIC Educational Resources Information Center

McCulloch, Alistair; Loeser, Cassandra

2016-01-01

Supervisor induction and continued professional development programmes constitute good practice and are enshrined in institutional policies and national codes of practice. However, there is little evidence about whether they have an impact on either supervisors' learning or day-to-day practice. Set in a discussion of previous literature, this…

Exploring the Supervisor Role as a Facilitator of Knowledge Sharing in Teams

ERIC Educational Resources Information Center

MacNeil, Christina Mary

2004-01-01

This paper explores the themes and implications, concerning the role of the supervisor as a facilitator of knowledge sharing in teams. After describing the strategic context for devolving human resource responsibilities to line managers, the paper defines and discusses the line manager/supervisor role. The barriers to learning in the workplace are…

Industrial Safety. MAS-123. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

ERIC Educational Resources Information Center

Westinghouse Electric Corp., Carlsbad, NM.

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to promote and monitor the industrial safety program at their plant. The following topics are covered in the module's individual sections:…

A New Supervisor with a New Agenda: A Principal Ponders Political Options and Risks

ERIC Educational Resources Information Center

Derrington, Mary Lynne; Larsen, Donald

2015-01-01

A tenured respected principal learns that supervisory relationships with staff are only one side of the leadership coin. The other side turns up when a new assistant superintendent is assigned as his supervisor. Problems are imminent when the supervisor seems ready to usurp the principal's traditional decision-making authority. The principal, as…

Purchasing and Accounting. MAS-116. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

ERIC Educational Resources Information Center

Westinghouse Electric Corp., Carlsbad, NM.

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to perform purchasing and accounting tasks efficiently and effectively. The first section is an introduction to the module. The next three…

Pedagogical Concerns in Doctoral Supervision: A Challenge for Pedagogy

ERIC Educational Resources Information Center

Zeegers, Margaret; Barron, Deirdre

2012-01-01

Purpose: The purpose of this paper is to focus on pedagogy as a crucial element in postgraduate research undertakings, implying active involvement of both student and supervisor in process of teaching and learning. Design/methodology/approach: Drawing on Australian higher degree research supervision practice to illustrate their argument, the…

What Principals Should Know about Building and Maintaining Teams

ERIC Educational Resources Information Center

Turk, Randall L.; Wolff, Krista; Waterbury, Christopher; Zumalt, Jon

2002-01-01

A field study conducted by 8 students and a faculty supervisor of a principal preparation program determined that individual and team reflection resulted in shared learning from team training and ongoing team activities. An industrial concept known as value-chain teams has implications for monitoring student progress from kindergarten through…

Goals, the Learner, and the Language Arts.

ERIC Educational Resources Information Center

Ediger, Marlow

Teachers, principals, and supervisors need to determine the kinds of learners being taught in the school/class setting. Are pupils good by nature, bad, or neutral? Concepts held pertaining to each pupil assist in determining objectives, learning activities, and evaluation techniques. The Puritans believed that individuals were born evil or sinful.…

International PhD Student's Motives, Scaffolding, and Response

ERIC Educational Resources Information Center

Mochizuki, Naoko

2016-01-01

Writing groups have been gaining attention as a new approach to doctoral education to cater to students and supervisors' diversified needs emerging from the globalisation of higher education. However, the relationships between the main activity of these groups, oral interactions, and participants' learning remain unexplored. To fill this gap, this…

Revitalizing Civic Learning in Our Schools

ERIC Educational Resources Information Center

Social Education, 2013

2013-01-01

This NCSS position statement is intended for all audiences who are committed to preparing students for active and engaged citizenship in the 21st century. This includes the general public, the elementary, middle, and high school communities, social studies supervisors and directors, higher education, and all educators, pre-Kindergarten through…

Cognition- and affect-based trust and feedback-seeking behavior: the roles of value, cost, and goal orientations.

PubMed

Choi, Byoung Kwon; Moon, Hyoung Koo; Nae, Eun Young

2014-01-01

We examined how subordinates' cognition- and affect-based trust in supervisors influences their feedback-seeking behavior (FSB) by considering the different cost/value perception of FSB and goal orientation (i.e., learning and performance goal orientations). Using data from 194 supervisor-subordinate dyads in South Korea, we conducted multiple regression analyses to test our hypotheses. The results showed that, whereas subordinates' cognition-based trust in supervisors positively influenced their FSB through increasing the perceived value of feedback received from supervisors, their affect-based trust in supervisors positively influenced their FSB through decreasing the perceived value of FSB. Additionally, we found that, when subordinates had high levels of learning goal orientation, the increasing influence of cognition-based trust on the value of feedback was stronger; in contrast, when subordinates had low levels of performance goal orientation, the decreasing influence of affect-based trust on the cost of FSB was stronger. The theoretical and practical implications, limitations, and suggestions for future research were discussed.

Experiences of a student-run clinic in primary care: a mixed-method study with students, patients and supervisors.

PubMed

Fröberg, Maria; Leanderson, Charlotte; Fläckman, Birgitta; Hedman-Lagerlöf, Erik; Björklund, Karin; Nilsson, Gunnar H; Stenfors, Terese

2018-03-01

To explore how a student-run clinic (SRC) in primary health care (PHC) was perceived by students, patients and supervisors. A mixed methods study. Clinical learning environment, supervision and nurse teacher evaluation scale (CLES + T) assessed student satisfaction. Client satisfaction questionnaire-8 (CSQ-8) assessed patient satisfaction. Semi-structured interviews were conducted with supervisors. Gustavsberg PHC Center, Stockholm County, Sweden. Students in medicine, nursing, physiotherapy, occupational therapy and psychology and their patients filled in questionnaires. Supervisors in medicine, nursing and physiotherapy were interviewed. Mean values and medians of CLES + T and CSQ-8 were calculated. Interviews were analyzed using content analysis. A majority of 199 out of 227 student respondents reported satisfaction with the pedagogical atmosphere and the supervisory relationship. Most of the 938 patient respondents reported satisfaction with the care given. Interviews with 35 supervisors showed that the organization of the SRC provided time and support to focus on the tutorial assignment. Also, the pedagogical role became more visible and targeted toward the student's individual needs. However, balancing the student's level of autonomy and the own control over care was described as a challenge. Many expressed the need for further pedagogical education. High student and patient satisfaction reported from five disciplines indicate that a SRC in PHC can be adapted for heterogeneous student groups. Supervisors experienced that the SRC facilitated and clarified their pedagogical role. Simultaneously their need for continuous pedagogical education was highlighted. The SRC model has the potential to enhance student-centered tuition in PHC. Key Points Knowledge of student-run clinics (SRCs) as learning environments within standard primary health care (PHC) is limited. We report experiences from the perspectives of students, their patients and supervisors, representing five healthcare disciplines. Students particularly valued the pedagogical atmosphere and the supervisory relationship. Patients expressed high satisfaction with the care provided. Supervisors expressed that the structure of the SRC supported the pedagogical assignment and facilitated student-centered tuition - simultaneously the altered learning environment highlighted the need for further pedagogical education. Student-run clinics in primary health care have great potential for student-regulated learning.

The Comfortable Cafeteria Program for Promoting Student Participation and Enjoyment: An Outcome Study

PubMed Central

Demirjian, Louise; Horvath, Frances; Doxsey, Lauri

2018-01-01

A mixed-methods design was used to explore the outcomes of a 6-wk, occupational therapist–led Comfortable Cafeteria program designed to build cafeteria supervisors’ and students’ capacity to create a positive mealtime environment so that all students can successfully participate in and enjoy a healthy meal and socialization with peers. Students whose scores were in the low and mid-range at the outset had statistically significant improvements in pretest–posttest visual analog scale ratings of participation and enjoyment. Cafeteria supervisors demonstrated statistically significant improvements in their perceptions of knowledge and skills to supervise and to encourage healthy eating. Qualitative findings add further insight into the program, suggesting that students learned prosocial values (e.g., being kind, helping others), supervisors actively encouraged positive social interaction, and occupational therapists enjoyed implementing the program and recognized positive supervisor and student changes as a result of integrating services in the cafeteria. PMID:29689174

Medical students' opportunities to participate and learn from activities at an internal medicine ward: an ethnographic study

PubMed Central

Hägg-Martinell, A; Hult, H; Henriksson, P; Kiessling, A

2017-01-01

Objectives To optimise medical students’ early clerkship is a complex task since it is conducted in a context primarily organised to take care of patients. Previous studies have explored medical students’ perceptions of facilitation and hindrance of learning. However, the opportunities for medical student to learn within the culture of acute medicine care have not been fully investigated. This study aimed to explore how medical students approach, interact and socialise in an acute internal medicine ward context, and how spaces for learning are created and used in such a culture. Design and setting Ethnographic observations were performed of medical students' interactions and learning during early clerkship at an acute internal medicine care ward. Field notes were taken, transcribed and analysed qualitatively. Data analysis was guided by Wenger's theory of communities of practice. Participants 21 medical students and 30 supervisors participated. Results Two themes were identified: Nervousness and curiosity—students acted nervously and stressed, especially when they could not answer questions. Over time curiosity could evolve. Unexplored opportunities to support students in developing competence to judge and approach more complex patient-related problems were identified. Invited and involved—students were exposed to a huge variation of opportunities to learn, and to interact and to be involved. Short placements seemed to disrupt the learning process. If and how students became involved also depended on supervisors' activities and students' initiatives. Conclusions This study shed light on how an acute internal medicine ward culture can facilitate medical students' possibilities to participate and learn. Medical students' learning situations were characterised by questions and answers rather than challenging dialogues related to the complexity of presented patient cases. Further, students experienced continuous transfers between learning situations where the potential to be involved differed in a wide variety of ways. PMID:28196948

Exploring Differences in Industry Supervisors' Ratings of Student Performance on WIL Placements and the Relative Importance of Skills: Does Remuneration Matter?

ERIC Educational Resources Information Center

Milne, Lisa; Caldicott, Julia

2016-01-01

Assessment in work integrated learning (WIL) programs typically involves workplace supervisors rating student performance against criteria based on employability skills. Yet investigations of differences in employer ratings that may impact on student outcomes are rare. This paper reports on a pilot study that examined supervisor evaluations of the…

Plant and Industry Experience. MAS-122. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

ERIC Educational Resources Information Center

Westinghouse Electric Corp., Carlsbad, NM.

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to use plant and industry experience to improve plant safety and reliability. The following topics are covered in the module's individual…

South Carolina Guide for Marketing Principles. Marketing Education.

ERIC Educational Resources Information Center

Elliott, Ronald T.

This guide presents a competency-based curriculum for a high school course in marketing. It addresses all three domains of learning: psychomotor, cognitive, and affective. Activities suggested in the guide deal with getting along with others, with supervisors or staff members, and with small or large groups. The guide, which can be used with any…

Work Engagement, Performance, and Active Learning: The Role of Conscientiousness

ERIC Educational Resources Information Center

Bakker, Arnold B.; Demerouti, Evangelia; ten Brummelhuis, Lieke L.

2012-01-01

The present study examines whether the relationship between work engagement and job performance is moderated by the extent to which individuals are inclined to work hard, careful, and goal-oriented. On the basis of the literature, it was hypothesized that conscientiousness strengthens the relationship between work engagement and supervisor ratings…

South Carolina Guide for Sales Promotion. Marketing Education.

ERIC Educational Resources Information Center

Elliott, Ronald T.

This guide presents a competency-based curriculum for a high school course in sales promotion. It addresses all three domains of learning: psychomotor, cognitive, and affective. Activities suggested in the guide deal with getting along with others, with supervisors or staff members, and with small or large groups. The guide, which can be used with…

"L'arte D'arrangiarsi": Evaluation of an Innovative Practice in a Preservice Practicum

ERIC Educational Resources Information Center

Macy, Marisa; Squires, Jane

2009-01-01

Building on Opportunities for Student Teaching and Learning (BOOST) is a community-based summer preschool program developed, implemented, and coordinated by student teachers, university supervisors, and faculty. Ten preservice graduate students participated in BOOST practicum activities during the spring and summer terms of their 1-year Early…

Special Education Integration-Unification Initiative for Students with Specific Learning Disabilities: An Investigation of Program Status and Impact. Final Report: Project R117E10145, August 15, 1991-August 14, 1992.

ERIC Educational Resources Information Center

Houck, Cherry Kendrick

This final report focused on research questions associated with reducing the segregation of students with learning disabilities (LD) in Virginia. A survey of special education supervisors, general education supervisors, building principals, general elementary and secondary education teachers, LD teachers, students with LD, and parents was…

Experiences of a student-run clinic in primary care: a mixed-method study with students, patients and supervisors

PubMed Central

Fröberg, Maria; Leanderson, Charlotte; Fläckman, Birgitta; Hedman-Lagerlöf, Erik; Björklund, Karin; Nilsson, Gunnar H.; Stenfors, Terese

2018-01-01

Objective To explore how a student-run clinic (SRC) in primary health care (PHC) was perceived by students, patients and supervisors. Design A mixed methods study. Clinical learning environment, supervision and nurse teacher evaluation scale (CLES + T) assessed student satisfaction. Client satisfaction questionnaire-8 (CSQ-8) assessed patient satisfaction. Semi-structured interviews were conducted with supervisors. Setting Gustavsberg PHC Center, Stockholm County, Sweden. Subjects Students in medicine, nursing, physiotherapy, occupational therapy and psychology and their patients filled in questionnaires. Supervisors in medicine, nursing and physiotherapy were interviewed. Main outcome measures Mean values and medians of CLES + T and CSQ-8 were calculated. Interviews were analyzed using content analysis. Results A majority of 199 out of 227 student respondents reported satisfaction with the pedagogical atmosphere and the supervisory relationship. Most of the 938 patient respondents reported satisfaction with the care given. Interviews with 35 supervisors showed that the organization of the SRC provided time and support to focus on the tutorial assignment. Also, the pedagogical role became more visible and targeted toward the student’s individual needs. However, balancing the student’s level of autonomy and the own control over care was described as a challenge. Many expressed the need for further pedagogical education. Conclusions High student and patient satisfaction reported from five disciplines indicate that a SRC in PHC can be adapted for heterogeneous student groups. Supervisors experienced that the SRC facilitated and clarified their pedagogical role. Simultaneously their need for continuous pedagogical education was highlighted. The SRC model has the potential to enhance student-centered tuition in PHC. Key Points Knowledge of student-run clinics (SRCs) as learning environments within standard primary health care (PHC) is limited. We report experiences from the perspectives of students, their patients and supervisors, representing five healthcare disciplines. Students particularly valued the pedagogical atmosphere and the supervisory relationship. Patients expressed high satisfaction with the care provided. Supervisors expressed that the structure of the SRC supported the pedagogical assignment and facilitated student-centered tuition – simultaneously the altered learning environment highlighted the need for further pedagogical education. Student-run clinics in primary health care have great potential for student-regulated learning. PMID:29368978

The national portfolio of learning for postgraduate family medicine training in South Africa: experiences of registrars and supervisors in clinical practice

PubMed Central

2013-01-01

Background In South Africa the submission of a portfolio of learning has become a national requirement for assessment of family medicine training. A national portfolio has been developed, validated and implemented. The aim of this study was to explore registrars’ and supervisors’ experience regarding the portfolio’s educational impact, acceptability, and perceived usefulness for assessment of competence. Methods Semi-structured interviews were conducted with 17 purposively selected registrars and supervisors from all eight South African training programmes. Results The portfolio primarily had an educational impact through making explicit the expectations of registrars and supervisors in the workplace. This impact was tempered by a lack of engagement in the process by registrars and supervisors who also lacked essential skills in reflection, feedback and assessment. The acceptability of the portfolio was limited by service delivery demands, incongruence between the clinical context and educational requirements, design of the logbook and easy availability of the associated tools. The use of the portfolio for formative assessment was strongly supported and appreciated, but was not always happening and in some cases registrars had even organised peer assessment. Respondents were unclear as to how the portfolio would be used for summative assessment. Conclusions The learning portfolio had a significant educational impact in shaping work-place based supervision and training and providing formative assessment. Its acceptability and usefulness as a learning tool should increase over time as supervisors and registrars become more competent in its use. There is a need to clarify how it will be used in summative assessment. PMID:24207009

Self-Instructional Module on Time Utilization. D-1 Revising Existing Structures, Document No. 10g, Revised. Independent Study Training Material for Professional Supervisory Competencies.

ERIC Educational Resources Information Center

Giesecke, Carol; And Others

This self-instructional learning packet is one part of a competency-guided program for instructional supervisor preparation developed by the Special Education Supervisor Training (SEST) project. This packet deals with the study and practice of time utilization as it relates to the supervisor; users of the packet have the opportunity to review and…

Global History. A Curriculum Guide. Second Semester. Theme V: The Industrial Revolution Had Global Impact. Teacher Strategies. Experimental Edition.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

Designed to assist teachers and supervisors in the implementation of the global history course, this bulletin presents learning activities which include the rationale, performance objectives, and teaching strategies related to Theme V entitled, "The Industrial Revolution Had Global Impact." This theme has seven subthemes: (1)…

Exploring the relation between online case-based discussions and learning outcomes in dental education.

PubMed

Koole, Sebastiaan; Vervaeke, Stijn; Cosyn, Jan; De Bruyn, Hugo

2014-11-01

Online case-based discussions, parallel to theoretical dental education, have been highly valued by students and supervisors. This study investigated the relation between variables of online group discussions and learning outcomes. At Ghent University in Belgium, undergraduate dental students (years two and three) are required to participate in online case-based discussion groups (five students/group) in conjunction with two theoretical courses on basic periodontics and related therapy. Each week, a patient case is discussed under supervision of a periodontist, who authored the case and performed the treatment. Each case includes treatment history and demand, intra- and extraoral images, and full diagnostic information with periodontal and radiographic status. For this retrospective study, data were obtained for all 252 students in forty-three discussion groups between 2009 and 2012. Spearman's rank correlations were calculated to investigate the relation among group dynamics (number of group posts and views), individual student contributions (number of individual posts, newly introduced elements, questions, and reactions to other posts), supervisors' interventions (number of posts and posed questions), and learning outcomes (examination result). The results showed that learning outcomes were significantly related to the number of student posts (Spearman's rho (ρ)=0.19), newly introduced elements (ρ=0.21), reactions to other posts (ρ=0.14), number of supervisors' interventions (ρ=0.12), and supervisors' questions (ρ=0.20). These results suggest that individual student contributions during online case-based discussions and the provided supervision were related to learning outcomes.

Factors influencing nurse supervisor competence: a critical incident analysis study.

PubMed

Arvidsson, Barbro; Fridlund, Bengt

2005-05-01

The aim of the study was to identify factors related to critical incidents that influence the competence of nurse supervisors. Nurse supervisors require considerable competence in order to help supervisees to reflect on their clinical work and to interpret the needs of the patient. A qualitative approach involving the critical incident technique was used. Critical incidents were collected by means of self-reports from 25 nurse supervisors. Two main areas emerged: a professional and a personal stance. The professional stance described the nurse supervisors' awareness of the importance of creating a secure learning environment and facilitating reflection. The supervisors structured the material and created awareness of fundamental nursing values. The second main area, personal stance, described the nurse supervisors' behaviour when they gave the participating nurses the opportunity to work through the experiences gained in the daily provision of nursing care. Although they experienced lack of self-assurance during the supervision session, they also expressed security regarding their own performance as nurse supervisors. Nurse supervisors need to include more nursing theory and focus on the nursing process as well as being aware of their own shortcomings and resources. One way for the supervisor to scrutinize his/her actions is to discuss and examine them with a more experienced nurse supervisor colleague.

Utility of learning plans in general practice vocational training: a mixed-methods national study of registrar, supervisor, and educator perspectives.

PubMed

Garth, Belinda; Kirby, Catherine; Silberberg, Peter; Brown, James

2016-08-19

Learning plans are a compulsory component of the training and assessment requirements of general practice (GP) registrars in Australia. There is a small but growing number of studies reporting that learning plans are not well accepted or utilised in general practice training. There is a lack of research examining this apparent contradiction. The aim of this study was to examine use and perceived utility of formal learning plans in GP vocational training. This mixed-method Australian national research project utilised online learning plan usage data from 208 GP registrars and semi-structured focus groups and telephone interviews with 35 GP registrars, 12 recently fellowed GPs, 16 supervisors and 17 medical educators across three Regional Training Providers (RTPs). Qualitative data were analysed thematically using template analysis. Learning plans were used mostly as a log of activities rather than as a planning tool. Most learning needs were entered and ticked off as complete on the same day. Learning plans were perceived as having little value for registrars in their journey to becoming a competent GP, and as a bureaucratic hurdle serving as a distraction rather than an aid to learning. The process of learning planning was valued more so than the documentation of learning planning. This study provides creditable evidence that mandated learning plans are broadly considered by users to be a bureaucratic impediment with little value as a learning tool. It is more important to support registrars in planning their learning than to enforce documentation of this process in a learning plan. If learning planning is to be an assessed competence, methods of assessment other than the submission of a formal learning plan should be explored.

Mobile learning: a workforce development strategy for nurse supervisors.

PubMed

Mather, Carey; Cummings, Elizabeth

2014-01-01

Digital technology provides opportunities for using mobile learning strategies in healthcare environments. To realise the vision of the National Workforce Development Strategy there needs to be innovation of health professionals to further develop knowledge and skills of clinical supervisors to access and gain an understanding of the value of mobile learning at the workplace. The use of digital technology by clinical supervisors was explored in 2012 as part of a teaching development grant to evaluate the use of Web 2.0 technology to develop a community of practice about clinical supervision. Prior to developing the virtual network of clinical supervisors, feedback about the use of Web 2.0 technology by clinicians was sought via an online survey. Over 90% of respondents used social media, 85% understood what a blog and wiki were and approximately half of the respondents used smart phones. More than one-third indicated they would participate in a virtual community of practice and would like to receive information about clinical facilitation at least once per week. Findings indicate both inhibitors and opportunities for workforce development within healthcare environments that need to be addressed. Support of graduate-ready nurses can be achieved through an integrated outlook that enables health professionals within organisations to undertake mobile learning in situ. A flexible and collaborative approach to continuing professional development within organisations could enhance practice development and could positively impact on workforce development.

How task characteristics and social support relate to managerial learning: empirical evidence from Dutch home care.

PubMed

Ouweneel, A P Else; Taris, Toon W; Van Zolingen, Simone J; Schreurs, Paul J G

2009-01-01

Researchers have revealed that managers profit most from informal and on-the-job learning. Moreover, research has shown that task characteristics and social support affect informal learning. On the basis of these insights, the authors examined the effects of task characteristics (psychological job demands, job control) and social support from the supervisor and colleagues on informal on-the-job learning among 1588 managers in the Dutch home-care sector. A regression analysis revealed that high demands, high control, and high colleague and supervisor support were each associated with high levels of informal learning. The authors found no evidence for statistical interactions among the effects of these concepts. They concluded that to promote managers' informal workplace learning, employers should especially increase job control.

Global History. A Curriculum Guide. Third Semester. Theme VI: Nineteenth Century Imperialism Affected the Imperial Powers and the Colonies. Teacher Strategies. Experimental Edition.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

Designed to assist teachers and supervisors in the implementation of the global history course, this bulletin presents learning activities which include the rationale, performance objectives, and teaching strategies related to Theme VI entitled, "Nineteenth Century Imperialism Affected the Imperial Powers and the Colonies." This theme has seven…

When approved is not enough: development of a supervision consultation model.

PubMed

Green, S; Shilts, L; Bacigalupe, G

2001-10-01

The dramatic increase in the literature that addresses family therapy training and supervision over the last decade has been predominantly in the area of theory, rather than practice. This article describes the development of a meta-supervisory learning context for approved supervisors and provides examples of interactions between supervisors that subsequently influenced both therapy and supervision. We delineate the assumptions that inform our work and offer specific guidelines for supervisors who wish to implement a similar model in their own contexts. We provide suggestions for a proactive refiguring of supervision that may have profound effects and benefits for supervisors and supervisees alike.

Medical students' opportunities to participate and learn from activities at an internal medicine ward: an ethnographic study.

PubMed

Hägg-Martinell, A; Hult, H; Henriksson, P; Kiessling, A

2017-02-14

To optimise medical students' early clerkship is a complex task since it is conducted in a context primarily organised to take care of patients. Previous studies have explored medical students' perceptions of facilitation and hindrance of learning. However, the opportunities for medical student to learn within the culture of acute medicine care have not been fully investigated. This study aimed to explore how medical students approach, interact and socialise in an acute internal medicine ward context, and how spaces for learning are created and used in such a culture. Ethnographic observations were performed of medical students' interactions and learning during early clerkship at an acute internal medicine care ward. Field notes were taken, transcribed and analysed qualitatively. Data analysis was guided by Wenger's theory of communities of practice. 21 medical students and 30 supervisors participated. Two themes were identified: Nervousness and curiosity- students acted nervously and stressed, especially when they could not answer questions. Over time curiosity could evolve. Unexplored opportunities to support students in developing competence to judge and approach more complex patient-related problems were identified. Invited and involved -students were exposed to a huge variation of opportunities to learn, and to interact and to be involved. Short placements seemed to disrupt the learning process. If and how students became involved also depended on supervisors' activities and students' initiatives. This study shed light on how an acute internal medicine ward culture can facilitate medical students' possibilities to participate and learn. Medical students' learning situations were characterised by questions and answers rather than challenging dialogues related to the complexity of presented patient cases. Further, students experienced continuous transfers between learning situations where the potential to be involved differed in a wide variety of ways. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Empowering clinical supervisors to flourish though critical companionship.

PubMed

Mackay, Maria; Stephens, Moira; Wragg, Siobhan; Ebejer, Saskia; Bourgeois, Sharon

2018-01-01

Education for professional nursing practice has undergone a significant shift over the last few decades impacting nursing practice and the relationship between nurses. Enhancing professional practice and acting as a conduit for empowering nurses to be active participants in their learning and development is Practice Development. This action research project with philosophical premises of critical companionship and human flourishing aimed to develop the knowledge and skills of registered nurses in their ability to provide clinical supervision of nursing students in practice. The overall project consisted of two action research cycles in two different health facilities. Participants in both projects identified similar issues and common learning needs including; how to better understand and develop skills in reflective practice; how to provide a positive learning and enabling environment; and how to provide effective solution focused feedback. Workshop facilitators witnessed the flourishing of participants as they were enabled to negotiate their learning requirements; grow and develop in their roles over the workshop series. Participants themselves identified personal growth in skills, knowledge and confidence in being a preceptor as a result of the workshops in the study. Overall, this study has resulted in the development and capacity building of the nursing workforce clinical placement capacity through the development of clinical supervisors. Copyright © 2017 Elsevier Ltd. All rights reserved.

Supervisors' attitudes and skills for active listening with regard to working conditions and psychological stress reactions among subordinate workers.

PubMed

Mineyama, Sachiko; Tsutsumi, Akizumi; Takao, Soshi; Nishiuchi, Kyoko; Kawakami, Norito

2007-03-01

We investigated whether supervisors' listening attitudes and skills were related to working conditions and psychological stress reactions among their subordinates. The subjects included 41 male supervisors and their immediate subordinates (n=203). The supervisors completed a short version of the Active Listening Attitude Scale (ALAS) consisting of two subscales: Listening Attitude and Listening Skill for Active Listening. The subordinates rated working conditions and their psychological stress reactions using selected scales of the Job Content Questionnaire and the Brief Job Stress Questionnaire. Those subordinates who worked under supervisors with a higher score of Listening Attitude and Listening Skill reported a more favorable psychological stress reaction than those who worked under supervisors with a lower score of Listening Attitude and Listening Skill. Those subordinates who worked under supervisors with a higher score of Listening Skill reported higher worksite support than those who worked under supervisors with a lower score of Listening Skill. Those subordinates who worked under supervisors with a higher score of Listening Attitude reported higher job control than those who worked under supervisors with a lower score of Listening Attitude. A supervisor's listening attitude and skill appeared to affect psychological stress reactions predominantly among male subordinates than among female subordinates. Psychological stress reactions were lower among younger subordinates who worked under supervisors with high listening skill, while no statistically difference was observed among older subordinates. These findings suggest that a supervisor's listening attitude and skill have an effect on working conditions and psychological stress reactions among subordinates and that the effects vary according to the subordinates' sex and age.

Training Master's Thesis Supervisors within a Professional Learning Community

ERIC Educational Resources Information Center

Fossøy, Ingrid; Haara, Frode Olav

2016-01-01

Completion of a master's degree has changed significantly from being the specific responsibility of the candidate and his/her supervisor to being the responsibility of the whole educational institution. As a consequence, we have initiated an internal training course for professional development related to the supervision of master's theses. In…

Fieldcrest Cannon Workplace Literacy Modules for Supervisors. Alabama Partnership for Training.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

This packet contains eight learning modules developed for use in Fieldcrest Cannon workplace literacy classes for supervisors. The modules cover the following topics: (1) coaching/communication; (2) coaching/communication and motivation; (3) communication skills; (4) training/coaching; (5) time management; (6) policy and procedures; (7) safety;…

Constructions of Roles in Studio Teaching and Learning

ERIC Educational Resources Information Center

Belluigi, Dina Zoe

2016-01-01

Various constructions of supervisors and students emerge from education literature on art, design and architecture studio pedagogy. Constructions of the supervisor within the studio and during assessment are considered, with a discussion of the threads which underpin them. This is followed by a discussion of some of the current dominant…

Supervision Matters: Collegial, Developmental and Reflective Approaches to Supervision of Teacher Candidates

ERIC Educational Resources Information Center

Strieker, Toni; Adams, Megan; Cone, Neporcha; Hubbard, Daphne; Lim, Woong

2016-01-01

This self-study examined the communication approaches of 15 university supervisors who oversaw teacher candidates enrolled in year-long, co-taught P-12 clinical experiences. Supervisors attended 20 hours of professional learning on pre-service co-teaching, developmental supervision, and instructional coaching. Findings indicated that our…

Role of the Supervising Teacher.

ERIC Educational Resources Information Center

Painter, Lorene H.

This speech outlines the role of the teacher supervisor in public schools. After a review of the negative aspects faced by many student teachers, recommendations are made for a better working and learning relationship between the teacher supervisor and the student teacher. The integrated program at Lenoir Rhyne College includes the following…

BREAKTHROUGH IN ON THE JOB TRAINING.

ERIC Educational Resources Information Center

GOMERSALL, EARL R.; MYERS, M. SCOTT

A STUDY WAS MADE AT TEXAS INSTRUMENTS INC. OF THE EFFECT OF ANXIETY ON LEARNING TIME AND ATTITUDES AMONG NEW EMPLOYEES. BEFORE INTERVIEWS WITH ASSEMBLY WORKERS AND THEIR SUPERVISORS THE EXPERIMENT IDENTIFIED THE IMPORTANCE OF ANXIETY IN INHIBITING JOB EFFECTIVENESS FOR BOTH OPERATORS AND SUPERVISORS. NEW WOMEN ASSEMBLY WORKERS WERE DIVIDED INTO A…

A study of the role expectations of the science supervisor and the fostering of collaboration within the high school science department

NASA Astrophysics Data System (ADS)

Hughes, Janet

2001-07-01

The purpose of this study was to determine the extent of agreement among science supervisors and public high school science teachers regarding Actual and Desired role responsibilities for science supervisors in six categories, Curriculum, Methodology, Involvement in the Science Field, Staff Development, Procedural Duties, and Assessment and a seventh category measuring the supervisor's degree of Fostering Collaboration within the department. The Science Supervisor Questionnaire was developed specifically for this study and consisted of items that comprised the most current research on the roles of the science supervisor. The instrument was based on the responsibilities of department heads as delineated through a consolidation of the current research. Although the supervisors and the science teachers agreed among themselves to some extent on the seven subscales, the six role expectations of supervisors (Curriculum, Methodology, Involvement in the Science Field, Staff Development, Procedural Duties, and Assessment) and the Fostering of Collaboration, the amount and degree of consensus varied. There was more consensus in the desired roles of science supervisors suggesting that the groups understand and agree upon the expectations of the position. Those top priorities of science supervisor role expectations for both groups were Methodology, Curriculum, Procedural Duties and Staff Development. There was a difference in perceptions between the two groups of the actual role of the supervisor, indicating that what is actually happening in the science supervisor role conflicts with what is expected. Fostering Collaboration ranked lowest for both groups in both perceived actual and desired science supervisor performance. Fostering Collaboration was not seen as a priority by the supervisors and teachers in the teaching and learning environment. Teachers report that supervisors did not play a key role in fostering collaboration in this study.

Safety in the c-suite: How chief executive officers influence organizational safety climate and employee injuries.

PubMed

Tucker, Sean; Ogunfowora, Babatunde; Ehr, Dayle

2016-09-01

According to social learning theory, powerful and high status individuals can significantly influence the behaviors of others. In this paper, we propose that chief executive officers (CEOs) indirectly impact frontline injuries through the collective social learning experiences and effort of different groups of organizational actors-including members of the top management team (TMT), organizational supervisors, and frontline employees. We found support for our collective social learning model using data from 2,714 frontline employees, 1,398 supervisors, and 229 members of TMTs in 54 organizations. TMT members' experiences within a CEO-driven TMT safety climate was positively related to organizational supervisors' reports of the broader organizational safety climate and their subsequent collective support for safety (reported by frontline employees). In turn, supervisory support for safety was associated with fewer employee injuries at the individual level. We discuss the theoretical and practical implications of these findings for workplace safety research and practice. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Initiating undergraduate medical students into communities of research practise: what do supervisors recommend?

PubMed Central

2010-01-01

Background Much has been written in the educational literature on the value of communities of practise in enhancing student learning. Here, we take the experience of senior undergraduate medical students involved in short-term research as a member of a team as a paradigm for learning in a community of practise. Based on feedback from experienced supervisors, we offer recommendations for initiating students into the research culture of their team. In so doing, we endeavour to create a bridge between theory and practise through disseminating advice on good supervisory practise, where the supervisor is perceived as an educator responsible for designing the research process to optimize student learning. Methods Using the questionnaire design tool SurveyMonkey and comprehensive lists of contact details of staff who had supervised research projects at the University of Edinburgh during 1995 - 2008, current and previous supervisors were invited to recommend procedures which they had found successful in initiating students into the research culture of a team. Text responses were then coded in the form of derivative recommendations and categorized under general themes and sub-themes. Results Using the chi-square tests of linear trend and association, evidence was found for a positive trend towards more experienced supervisors offering responses (χ2 = 16.833, p < 0.0005, n = 215) while there was a lack of evidence of bias in the gender distribution of respondents (χ2 = 0.482, p = 0.487, n = 203), respectively. A total of 126 codes were extracted from the text responses of 65 respondents. These codes were simplified to form a complete list of 52 recommendations, which were in turn categorized under seven derivative overarching themes, the most highly represented themes being Connecting the student with others and Cultivating self-efficacy in research competence. Conclusions Through the design of a coding frame for supervisor responses, a wealth of ideas has been captured to make communities of research practise effective mediums for undergraduate student learning. The majority of these recommendations are underpinned by educational theory and have the potential to take the learner beyond the stage of initiation to that of integration within their community of research practise. PMID:21092088

Global History. A Curriculum Guide. Second Semester. Theme IV: Developing Democratic and Nationalist Movements Have Had an Effect around the World. Teacher Strategies. Experimental Edition.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

Designed to assist teachers and supervisors in the implementation of the global history course, this bulletin presents learning activities which include the rationale, performance objectives, and teaching strategies related to Theme IV entitled, "Developing Democratic and Nationalist Movements Have Had an Effect around the World." There are four…

Practical Supervision: The First Line of Management.

ERIC Educational Resources Information Center

Erkkila, John; MacKay, Pamela

1990-01-01

Discusses the problems encountered by first time library supervisors who have to learn not only their new professional jobs but also how to supervise others. A supervisory approach based on work checking is described, and the role that managers should play in assisting their supervisors to acquire necessary skills is outlined. (14 references) (CLB)

When Approved Is not Enough: Development of a Supervision Consultation Model.

ERIC Educational Resources Information Center

Green, Shelley; Shilts, Lee; Bacigalupe, Gonzalo

2001-01-01

The dramatic increase in literature that addresses family therapy training and supervision over the last decade has been predominantly in the area of theory, rather than practice. This article describes the development of a meta-supervisory learning context for approved supervisors and provides examples of interactions between supervisors that…

The Superskills Model: A Supervisory Microskill Competency Training Model

ERIC Educational Resources Information Center

Destler, Dusty

2017-01-01

Streamlined supervision frameworks are needed to enhance and progress the practice and training of supervisors. This author proposes the SuperSkills Model (SSM), grounded in the practice of microskills and supervision common factors, with a focus on the development and foundational learning of supervisors-in-training. The SSM worksheet prompts for…

"Ignoring Me Is Part of Learning": Supervisory Feedback on Doctoral Writing

ERIC Educational Resources Information Center

Carter, Susan; Kumar, Vijay

2017-01-01

Doctoral supervisors aim for two goals. One is a strong thesis, timely in submission. The other is the fully fledged independent researcher who is able to write about research clearly within an epistemologically accepted framework. Feedback and feedforward on writing should address both goals. However, in many institutions, supervisors are under…

The helping relationship in the community setting: the relevance of Rogerian theory to the supervision of Project 2000 students.

PubMed

Hallett, C E

1997-12-01

A series of twenty-six interviews, fourteen with district nursing sisters and twelve with students they supervised, was conducted in 1992 in one Project 2000 demonstration district in England. The data were collected as part of an English National Board funded research study; data were reinterpreted in 1994 and formed one element in the author's PhD thesis. Participants described the ways in which a supervisor might enable a student to learn during a community placement. One of the most important means by which supervisors could provide assistance was by creating an environment in which the students felt supported. Students described how supervisors demonstrated concern, acceptance and understanding, attributes which bore striking resemblance to the qualities of congruence, unconditional positive regard and empathic understanding identified by Carl Rogers as enabling learning.

Written feedback and continuity of learning in a geographically distributed medical education program.

PubMed

Harvey, Pam; Radomski, Natalie; O'Connor, Dennis

2013-12-01

The provision of effective feedback on clinical performance for medical students is important for their continued learning. Written feedback is an underutilised medium for linking clinical performances over time. The aim of this study is to investigate how clinical supervisors construct performance orientated written feedback and learning goals for medical students in a geographically distributed medical education (GDME) programme. This qualitative study uses textual analysis to examine the structure and content of written feedback statements in 1000 mini-CEX records from 33 Australian undergraduate medical students during their 36 week GDME programme. The students were in their second clinical year. Forty percent of mini-CEX records contained written feedback statements. Within these statements, 80% included comments relating to student clinical performance. The way in which written feedback statements were recorded varied in structure and content. Only 16% of the statements contained student learning goals focused on improving a student's clinical performance over time. Very few of the written feedback statements identified forward-focused learning goals. Training clinical supervisors in understanding how their feedback contributes to a student's continuity of learning across their GDME clinical placements will enable more focused learning experiences based on student need. To enhance student learning over time and place, effective written feedback should contain focused, coherent phrases that help reflection on current and future clinical performance. It also needs to provide enough detail for other GDME clinical supervisors to understand current student performance and plan future directions for their teaching.

The national portfolio for postgraduate family medicine training in South Africa: a descriptive study of acceptability, educational impact, and usefulness for assessment

PubMed Central

2013-01-01

Background Since 2007 a portfolio of learning has become a requirement for assessment of postgraduate family medicine training by the Colleges of Medicine of South Africa. A uniform portfolio of learning has been developed and content validity established among the eight postgraduate programmes. The aim of this study was to investigate the portfolio’s acceptability, educational impact, and perceived usefulness for assessment of competence. Methods Two structured questionnaires of 35 closed and open-ended questions were delivered to 53 family physician supervisors and 48 registrars who had used the portfolio. Categorical and nominal/ordinal data were analysed using simple descriptive statistics. The open-ended questions were analysed with ATLAS.ti software. Results Half of registrars did not find the portfolio clear, practical or feasible. Workshops on portfolio use, learning, and supervision were supported, and brief dedicated time daily for reflection and writing. Most supervisors felt the portfolio reflected an accurate picture of learning, but just over half of registrars agreed. While the portfolio helped with reflection on learning, participants were less convinced about how it helped them plan further learning. Supervisors graded most rotations, suggesting understanding the summative aspect, while only 61% of registrars reflected on rotations, suggesting the formative aspects are not yet optimally utilised. Poor feedback, the need for protected academic time, and pressure of service delivery impacting negatively on learning. Conclusion This first introduction of a national portfolio for postgraduate training in family medicine in South Africa faces challenges similar to those in other countries. Acceptability of the portfolio relates to a clear purpose and guide, flexible format with tools available in the workplace, and appreciating the changing educational environment from university-based to national assessments. The role of the supervisor in direct observations of the registrar and dedicated educational meetings, giving feedback and support, cannot be overemphasized. PMID:23885806

The national portfolio for postgraduate family medicine training in South Africa: a descriptive study of acceptability, educational impact, and usefulness for assessment.

PubMed

Jenkins, Louis; Mash, Bob; Derese, Anselme

2013-07-25

Since 2007 a portfolio of learning has become a requirement for assessment of postgraduate family medicine training by the Colleges of Medicine of South Africa. A uniform portfolio of learning has been developed and content validity established among the eight postgraduate programmes. The aim of this study was to investigate the portfolio's acceptability, educational impact, and perceived usefulness for assessment of competence. Two structured questionnaires of 35 closed and open-ended questions were delivered to 53 family physician supervisors and 48 registrars who had used the portfolio. Categorical and nominal/ordinal data were analysed using simple descriptive statistics. The open-ended questions were analysed with ATLAS.ti software. Half of registrars did not find the portfolio clear, practical or feasible. Workshops on portfolio use, learning, and supervision were supported, and brief dedicated time daily for reflection and writing. Most supervisors felt the portfolio reflected an accurate picture of learning, but just over half of registrars agreed. While the portfolio helped with reflection on learning, participants were less convinced about how it helped them plan further learning. Supervisors graded most rotations, suggesting understanding the summative aspect, while only 61% of registrars reflected on rotations, suggesting the formative aspects are not yet optimally utilised. Poor feedback, the need for protected academic time, and pressure of service delivery impacting negatively on learning. This first introduction of a national portfolio for postgraduate training in family medicine in South Africa faces challenges similar to those in other countries. Acceptability of the portfolio relates to a clear purpose and guide, flexible format with tools available in the workplace, and appreciating the changing educational environment from university-based to national assessments. The role of the supervisor in direct observations of the registrar and dedicated educational meetings, giving feedback and support, cannot be overemphasized.

Improving child welfare performance through supervisory use of client outcome data.

PubMed

Moore, T D; Rapp, C A; Roberts, B

2000-01-01

Despite their benefits, there is little evidence that outcome data are being widely used by program managers or field level supervisors. Three interdependent factors that facilitate the use of outcome data are well-constructed reports, and organizational culture that supports learning and outcome achievement, and managerial skills in interpreting data and taking relevant action. This article describes an outcome reporting package and training oriented toward frontline supervisors to help them use outcome data, shape a learning culture, interpret data, and take focused action toward improving outcomes for children and families.

Community Agency Voice and Benefit in Service-Learning

ERIC Educational Resources Information Center

Miron, Devi; Moely, Barbara E.

2006-01-01

Supervisors from 40 community agencies working with a university-based service-learning program were interviewed regarding the extent of their input in service-learning program planning and implementation "(Agency Voice), Interpersonal Relations" with service-learning students, "Perceived Benefit" of the service-learning…

Learning style preferences of Australian health science students.

PubMed

Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

2010-01-01

It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.

Distance learning in the public health workplace.

PubMed

Patel, M

2000-09-01

The Master of Applied Epidemiology (MAE) Program implemented in Canberra to produce public health practitioners with specified competencies in the control of communicable diseases. Twenty one of the 24 months of training is distance learning defined as, 'where the learner is physically remote from the training institution'. During this time the trainees are in supervised employment in Public Health centres across the country. Here they learn directly from first hand experiences in the work place. They return to Canberra for short, intensive periods of interactive sessions with their peers and supervisors. Lessons learnt from conducting this program are discussed in this article. They include: all trainees are not suited to this form of training; the quality of support from the field supervisors is highly variable and their role in modelling crucial to the trainees performance; demands on the academic staff is high; and the frequency of contact between trainee and academic supervisor varies considerably. To date this program has made major contributions by enhancing communicable disease surveillance and control but it demands intensive resources to sustain, quality training, and support. This model of distance learning can be adapted in the Pacific both for graduate degree courses and also for continuing education for all levels of health professionals.

Reflective practice and social responsibility in family medicine: Effect of performing an international rotation in a developing country.

PubMed

Loignon, Christine; Gottin, Thomas; Valois, Carol; Couturier, François; Williams, Robert; Roy, Pierre-Michel

2016-11-01

To explore the perceived effect of an elective international health rotation on family medicine resident learning. Qualitative, collaborative study based on semistructured interviews. Quebec. A sample of 12 family medicine residents and 9 rotation supervisors (N = 21). Semistructured interviews of residents and rotation supervisors. Residents and supervisors alike reported that their technical skills and relationship skills had benefited. All increased their knowledge of tropical pathologies and learned to expand their clinical examinations. They benefited from having very rich interactions in other care settings, working with vulnerable populations. The rotations had their greatest effect on relationship skills (communication, empathy, etc) and the ability to work with vulnerable patients. All of the participants were exposed to local therapies and local interpretations of disease symptoms and pathogenesis. The findings of this study will have a considerable effect on pedagogy. The residents' experiences of their international health rotations and what they learned in terms of medical skills and pedagogic approaches in working with patients are described. Using a collaborative approach with the rotation supervisors, the data were triangulated and the benefits of an international rotation on academic training were more accurately defined. The findings can now be used to enrich academic programs in social and preventive medicine and more adequately prepare future family physicians for work in various social and cultural settings. Copyright© the College of Family Physicians of Canada.

Core Competencies in Advanced Training: What Supervisors Say about Graduate Training

ERIC Educational Resources Information Center

Nelson, Thorana S.; Graves, Todd

2011-01-01

In an attempt to identify needed mental health skills, many professional organizations have or are in the process of establishing core competency standards for their professions. The AAMFT identified 128 core competencies for the independent practice of MFT. The aim of this study was to learn the opinions of AAMFT Approved Supervisors as to how…

From Where and from Whom? An Exploration of the Experiences Supervisors Draw upon in Their Practice

ERIC Educational Resources Information Center

Alexander, Monique

2016-01-01

As the teacher education preparation climate shifts to emphasize extended clinical field experiences as the heart of preservice teacher preparation, the research community has attempted to understand more about the pedagogies and personnel that will support learning in these areas. Supervisors of clinical field experiences are a staple in the…

A Bourdieusian Perspective on Becoming and Being a Postgraduate Supervisor: The Role of Capital

ERIC Educational Resources Information Center

Maritz, Jeanette; Prinsloo, Paul

2015-01-01

The objective of this paper is to map the role of capital in the process of learning to become a postgraduate supervisor. Economic, technological and geopolitical changes in higher education call into question previous assumptions about supervision. Supervision is no longer primarily seen as an intellectual and social enterprise but is…

Event detection for car park entries by video-surveillance

NASA Astrophysics Data System (ADS)

Coquin, Didier; Tailland, Johan; Cintract, Michel

2007-10-01

Intelligent surveillance has become an important research issue due to the high cost and low efficiency of human supervisors, and machine intelligence is required to provide a solution for automated event detection. In this paper we describe a real-time system that has been used for detecting car park entries, using an adaptive background learning algorithm and two indicators representing activity and identity to overcome the difficulty of tracking objects.

Impressed by impression management: Newcomer reactions to ingratiated supervisors.

PubMed

Foulk, Trevor A; Long, David M

2016-10-01

Organizational newcomers are unfamiliar with many aspects of their workplace and look for information to help them reduce uncertainty and better understand their new environment. One aspect critical to newcomers is the disposition of their supervisor-the person who arguably can impact the newcomer's career the most. To form an impression of their new supervisor, newcomers look to social cues from coworkers who have interpersonal contact with the supervisor. In the present research, we investigate the ways newcomers use observed ingratiation-a common impression management strategy whereby coworkers try to appear likable (Schlenker, 1980)-to form impressions of a supervisor's warmth. Research on social influence cannot easily account for how third parties will interpret ingratiation, as the behaviors linked to ingratiation suggest something positive about the target, yet the unsavory aspects of the behavior imply it may not have the same effects as other positive behaviors. Our findings suggest that newcomers are unique in that they are motivated to learn about their new supervisor, and are prone to ignore those unsavory aspects and infer something positive about a supervisor targeted with ingratiation. Our findings also suggest that this effect can be weakened based on the supervisor's response. In other words, newcomers rely less on evidence from a coworker's ingratiation in the presence of direct behaviors from the supervisor. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Feedback: an essential element of student learning in clinical practice.

PubMed

Clynes, Mary P; Raftery, Sara E C

2008-11-01

Clinical practice is an essential component of the nursing curriculum. In order for the student to benefit fully from the experience regular performance feedback is required. Feedback should provide the student with information on current practice and offer practical advice for improved performance. The importance of feedback is widely acknowledged however it appears that there is inconsistency in its provision to students. The benefits of feedback include increased student confidence, motivation and self-esteem as well as improved clinical practice. Benefits such as enhanced interpersonal skills and a sense of personal satisfaction also accrue to the supervisor. Barriers to the feedback process are identified as inadequate supervisor training and education, unfavourable ward learning environment and insufficient time spent with students. In addition to the appropriate preparation of the supervisor effective feedback includes an appreciation of the steps of the feedback process, an understanding of the student response to feedback and effective communication skills.

The perceptions of inquiry held by greater Houston area science supervisors

NASA Astrophysics Data System (ADS)

Aoki, Jon Michael

The purpose of this study was to describe the perceptions of inquiry held by responding greater Houston area science supervisors. Leading science organizations proposed that students might be better served if students are mentally and physically engaged in the process of finding out about natural phenomena rather than by didactic modes of teaching and learning. During the past fifty years, inquiry-based instruction has become a significant theme of new science programs. Students are more likely to make connections between classroom exercises and their personal lives through the use of inquiry-based instruction. Learning becomes relevant to students. Conversely, traditional science instruction often has little or no connection to students' everyday lives (Papert, 1980). In short, inquiry-based instruction empowers students to become independent thinkers. The utilization of inquiry-based instruction is essential to a successful reform in science education. However, a reform's success is partly determined by the extent to which science supervisors know and understand inquiry and consequently promote its integration in the district's science curricula. Science supervisors have the role of providing curriculum and instructional support to science teachers and for implementing science programs. There is a fundamental need to assess the perceptions of inquiry held by greater Houston area science supervisors. Science supervisor refers to a class of job titles that include department chairperson, science specialist, science consultant, and science coordinator. The target population was greater Houston area science supervisors in Texas. This study suggests that there are three major implications for educational practice. First, there is the implication that responding greater Houston area science supervisors need an inclusive perception of inquiry. Second, responding greater Houston area science supervisors' perception of inquiry may affect the perceptions and understandings of inquiry held by the science teachers whom they work with. Both of these implications may limit the process of integrating inquiry into the classroom. The third implication is that a rubric can be designed based on the results of this study to help determine which categories or components of inquiry the participant needs assistance with. Implications for further research include increasing the sample size, describing the effects of teaching and/or science supervisor experience on the perceptions of inquiry, determining the effects of advanced degrees on inquiry perceptions, and investigating the effects of research experience on inquiry perceptions. (Abstract shortened by UMI.)

Quality assessment and comparison of grading between examiners and supervisors of Bachelor theses in nursing education.

PubMed

Lundgren, Solveig M; Halvarsson, Maud; Robertsson, Barbro

2008-01-01

This study compares supervisors' and examiners' grading of quality of theses at Bachelor level in nursing. An instrument developed to asses the quality of theses was used. Eight aspects of quality were rated. One hundred and fifteen theses were rated by both examiner and supervisor. Significant correlations were found between examiners' and supervisors' ratings of all aspects of quality. Good agreement was found in 89-96% of the ratings on individual aspects of quality. The means of differences between ratings were small but significantly differed from zero in four out of eight aspects. In theses rated low for quality of language and formality, differences between examiners' and supervisors' ratings on all aspects of quality were significantly larger than in theses rated high for quality of language and formality. The general conclusion is that the evaluations made by examiners and by supervisors corresponded well. Differences found indicates that examiners in general give lower scores than supervisors especially on quality aspects that are most closely related to research methods and experiences. This study is part of a larger project that is investigating quality of theses and the student's attitudes and learning experiences of writing theses.

Introduction to the MAST Program. MAS-100. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

ERIC Educational Resources Information Center

Westinghouse Electric Corp., Carlsbad, NM.

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to provide participants with knowledge and skills necessary to take full advantage of the MAST learning experience. The module contains program guidelines, sample…

Educational Technology Project, Volume One. The Development of Materials for the Training of Science Education Personnel in Educational Technology. Final Report.

ERIC Educational Resources Information Center

Ziener, George H.; And Others

The planning, production, validation, and revision of learning materials designed for use in institutes for science supervisors is described in this first of five volumes. Four sets of packages, ("Role of the Science Supervisor,""Introduction to Educational Technology,""An Application of Educational Technology," and "Management Kits,") each using…

Experiencing Variation: Learning Opportunities in Doctoral Supervision

ERIC Educational Resources Information Center

Kobayashi, Sofie; Berge, Maria; Grout, Brian W. W.; Rump, Camilla Østerberg

2017-01-01

This study contributes towards a better understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction between supervisors and PhD students, using the notion of experiencing variation as a key to learning. Empirically, we have based the study on four video-recorded sessions, with…

Fit Matters in the Supervisory Relationship: Doctoral Students and Supervisors Perceptions about the Supervisory Activities

ERIC Educational Resources Information Center

Pyhältö, Kirsi; Vekkaila, Jenna; Keskinen, Jenni

2015-01-01

Although supervision has been identified as one of the central determinants of the doctoral experience, there is still an insufficient understanding of the ways in which supervisors and doctoral students perceive supervisory activities. The study focuses on exploring the fit between doctoral students' and supervisors' perceptions of who are…

What factors facilitate good learning experiences in clinical studies in nursing: bachelor students' perceptions.

PubMed

Dale, Bjørg; Leland, Arne; Dale, Jan Gunnar

2013-12-17

Clinical studies constitute 50% of the bachelor program in nursing education in Norway, and the quality of these studies may be decisive for the students' opportunities to learn and develop their professional competences. The aim of this study was to explore what bachelor students' in nursing perceived to be important for having good learning experiences in clinical studies. Data was collected in a focus group interview with eight nursing students who were in the last year of the educational program. The interview was transcribed verbatim, and qualitative content analysis was used for exploring and interpreting the content of the interview text. One main theme emerged from the analysis: "being in a vulnerable and exposed position characterized by conflicting needs." Four categories were found: "aspects related to the clinical setting", "aspects related to the nurse supervisor," "aspects related to the student," and "aspects related to the student-supervisor relationship". The findings revealed that the students' learning experiences and motivation were related to individual, relational, and organizational aspects. The students highlighted their own as well as their supervisors' attitudes and competences and the importance of positive relationships. In addition, feeling welcomed, included, and valued in the ward improved their motivation, self-confidence, and self-respect.

Managing organizational change: strategies for the female health care supervisor.

PubMed

Davies, G

1990-07-01

In responding to resistance to change in the current health care organization, the new female supervisor can learn to support her staff in encountering and accepting these changes. The strategies and skills discussed above are characteristic of a supervisory style that may naturally occur for women, but also can be incorporated into the leadership style of men in health care management today. Health care leaders of tomorrow must work from an androgynous framework in which the behavior patterns and responses of each gender are learned and used appropriately by both men and women. Sargent suggests that the best managers are androgynous and that this is the inevitable wave of the future. Whether man or woman, a supervisor should learn, accept, and use methods that are characteristic of both sexes to be successful in managing people. Women and men must learn from each other's strengths and share these diverse skills. Given that women now outnumber men in health care management positions and organizations are changing to a more nurturing environment, the androgynous supervisor will be the successful leader of the future. Finally, women in health care supervisory positions have the potential to bring change where it is badly needed. Women in these roles often have a system wide view of health care policy issues that recognizes less federal commitment to social programs. Many women in health care positions believe that the issues of children, women, the elderly, the poor, and the homeless need focused attention. The growing number of women in health care supervisory and leadership roles is an important factor in changing national health policy for the benefit of these groups.(ABSTRACT TRUNCATED AT 250 WORDS)

Work-integrated learning (WIL) supervisors and non-supervisors of allied health professional students.

PubMed

Smedts, Anna M; Campbell, Narelle; Sweet, Linda

2013-01-01

This study sought to characterise the allied health professional (AHP) workforce of the Northern Territory (NT), Australia, in order to understand the influence of student supervision on workload, job satisfaction, and recruitment and retention. The national Rural Allied Health Workforce Study survey was adapted for the NT context and distributed through local AHP networks. Valid responses (n=179) representing 16 professions were collated and categorised into 'supervisor' and 'non-supervisor' groups for further analysis. The NT AHP workforce is predominantly female, non-Indigenous, raised in an urban environment, trained outside the NT, now concentrated in the capital city, and principally engaged in individual patient care. Allied health professionals cited income and type of work or clientele as the most frequent factors for attraction to their current positions. While 62% provided student supervision, only half reported having training in mentoring or supervision. Supervising students accounted for an estimated 9% of workload. Almost 20% of existing supervisors and 33% of non-supervising survey respondents expressed an interest in greater supervisory responsibilities. Despite indicating high satisfaction with their current positions, 67% of respondents reported an intention to leave their jobs in less than 5 years. Student supervision was not linked to perceived job satisfaction; however, this study found that professionals who were engaged in student supervision were significantly more likely to report intention to stay in their current jobs (>5 years; p<0.05). The findings are important for supporting ongoing work-integrated learning opportunities for students in a remote context, and highlight the need for efforts to be focused on the training and retention of AHPs as student supervisors.

Transformational Education for Psychotherapy and Counselling: A Relational Dynamic Approach

ERIC Educational Resources Information Center

Macaskie, Jane; Meekums, Bonnie; Nolan, Greg

2013-01-01

An evolving relational dynamic approach to psychotherapy and counselling education is described. Key themes integrated within the approach are the learning community and transformational relationships. Learning is a reciprocal change process involving students, teachers, supervisors and therapists in overlapping learning communities. Drawing on…

Professional Learning: Lessons for Supervision from Doctoral Examining

ERIC Educational Resources Information Center

Wisker, Gina; Kiley, Margaret

2014-01-01

Most research into research supervision practice focuses on functional, collegial or problematic power-related experiences. Work developing the supervisory role concentrates on new supervisors, and on taught development and support programmes. Most literature on academics' professional learning concentrates on learning to be a university teacher…

Roots run deep: Investigating psychological mechanisms between history of family aggression and abusive supervision.

PubMed

Garcia, Patrick Raymund James M; Restubog, Simon Lloyd D; Kiewitz, Christian; Scott, Kristin L; Tang, Robert L

2014-09-01

In this article, we examine the relationships between supervisor-level factors and abusive supervision. Drawing from social learning theory (Bandura, 1973), we argue that supervisors' history of family aggression indirectly impacts abusive supervision via both hostile cognitions and hostile affect, with angry rumination functioning as a first-stage moderator. Using multisource data, we tested the proposed relationships in a series of 4 studies, each providing evidence of constructive replication. In Study 1, we found positive relationships between supervisors' history of family aggression, hostile affect, explicit hostile cognitions, and abusive supervision. We obtained the same pattern of results in Studies 2, 3, and 4 using an implicit measure of hostile cognitions and controlling for previously established antecedents of abusive supervision. Angry rumination moderated the indirect relationship between supervisors' history of family aggression and abusive supervision via hostile affect only. Overall, the results highlight the important role of supervisor-level factors in the abusive supervision dynamics. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Supervising and the Law. Supervising: Industrial Relations. The Choice Series #88. A Self Learning Opportunity.

ERIC Educational Resources Information Center

McCall, Matthew S.

This student guide is intended to assist persons employed as supervisors in understanding the legal aspects of supervision. Discussed in the first four sections are the following topics: the nature of the law (criminal and civil law, why people obey the law, and the law and supervisors); health and safety at work (safety in the workplace, ways of…

A Case Study: A Guide to Working with a Language Impaired Child.

ERIC Educational Resources Information Center

Sapir, Selma G.; Rainho, Sergio

The document presents the case study of the interaction of a graduate student in traning, her supervisor, an 8 year old child with a language learning problem, and the child's mother. It involves a process which entails the careful matching of the child to tutor, the tutor to supervisor, and intensive work with the mother. It also is based on what…

Funding Teaching Practice in Two East African Universities: Its Influence on the Behaviour and Practices of a Supervisor

ERIC Educational Resources Information Center

Kagoda, Alice Merab; Katabaro, Joviter

2013-01-01

Teaching Practice is a learning process through which teacher trainees are exposed to a school environment during their internship. Time spent in the field ranges between eight and ten weeks and students are posted to different parts of the respective countries under study. The teacher trainers referred to as supervisors assume the role of…

'It gave me a new lease of life … ': GPs' views and experiences of supervising foundation doctors in general practice.

PubMed

Sabey, Abigail; Harris, Michael; van Hamel, Clare

2016-03-01

General practice is a popular placement in the second year of Foundation training. Evaluations suggest this is a positive experience for most trainee doctors and benefits their perceptions of primary care, but the impact on primary care supervisors has not been considered. At a time when placements may need to increase, understanding the experience of the GP supervisors responsible for these placements is important. To explore the views, experiences and needs of GPs who supervise F2 doctors in their practices including their perceptions of the benefits to individuals and practices. A qualitative approach with GPs from across Severn Postgraduate Medical Education who supervise F2 doctors. Semi-structured interviews with 15 GPs between December 2012 and April 2013. GP supervisors are enthusiastic about helping F2 doctors to appreciate the uniqueness of primary care. Workload and responsibility around supervision is considerable making a supportive team important. Working with young, enthusiastic doctors boosts morale in the team. The presence of freshly trained minds prompts GPs to consider their own learning needs. Being a supervisor can increase job satisfaction; the teaching role gives respite from the demanding nature of GP work. Supervisors are positive about working with F2s, who lift morale in the team and challenge GPs in their own practice and learning. This boosts job and personal satisfaction. Nonetheless, consideration should be given to managing teaching workload and team support for supervision.

A Correlational Study of the Factors that Influence Lifelong Learning in the Army Civilian Corps

ERIC Educational Resources Information Center

Godinez, Eileen U.

2010-01-01

The purpose of this qualitative, correlational study was to determine if a relationship existed between employee value for learning, supervisor support for training, education, and leader development, perceived access to learning opportunities, demographic characteristics, and pursuit of lifelong learning. A researcher-generated survey was used to…

Enhancing Postgraduate Learning and Development: A Participatory Action Learning and Action Research Approach through Conferences

ERIC Educational Resources Information Center

Wood, Lesley; Louw, Ina; Zuber-Skerritt, Ortrun

2017-01-01

As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning…

What happens during annual appraisal interviews? How leader-follower interactions unfold and impact interview outcomes.

PubMed

Meinecke, Annika L; Lehmann-Willenbrock, Nale; Kauffeld, Simone

2017-07-01

Despite a wealth of research on antecedents and outcomes of annual appraisal interviews, the ingredients that make for a successful communication process within the interview itself remain unclear. This study takes a communication approach to highlight leader-follower dynamics in annual appraisal interviews. We integrate relational leadership theory and recent findings on leader-follower interactions to argue (a) how supervisors' task- and relation-oriented statements can elicit employee involvement during the interview process and (b) how these communication patterns affect both supervisors' and employees' perceptions of the interview. Moreover, we explore (c) how supervisor behavior is contingent upon employee contributions to the appraisal interview. We audiotaped 48 actual annual appraisal interviews between supervisors and their employees. Adopting a multimethod approach, we used quantitative interaction coding (N = 32,791 behavioral events) as well as qualitative open-axial coding to explore communication patterns among supervisors and their employees. Lag sequential analysis revealed that supervisors' relation-oriented statements triggered active employee contributions and vice versa. These relation-activation patterns were linked to higher interview success ratings by both supervisors and employees. Moreover, our qualitative findings highlight employee disagreement as a crucial form of active employee contributions during appraisal interviews. We distinguish what employees disagreed about, how the disagreement was enacted, and how supervisors responded to it. Overall employee disagreement was negatively related to ratings of supervisor support. We discuss theoretical implications for performance appraisal and leadership theory and derive practical recommendations for promoting employee involvement during appraisal interviews. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

An annual employee education calendar as the capstone of educational assessment, planning, and delivery.

PubMed

Morton, Paula G

2005-01-01

Staff development educators can better control their workload and provide a more comprehensive employee education program when the organization adopts a formal five-step process that culminates in the publication of an annual employee education calendar. This article describes the five steps of organization-wide learning needs assessment, resource allocation, priority setting, documentation of the educational plan, and calendar development, including elements and timelines. The annual calendar reflects involvement of staff throughout the facility in the identification, planning, and delivery of education programs. Its publication enhances staff and supervisors' awareness of learning opportunities. Its longer-range perspective assists managers and employees to better plan to meet learning needs and improves participation in staff development activities.

Support vector machines

NASA Technical Reports Server (NTRS)

Garay, Michael J.; Mazzoni, Dominic; Davies, Roger; Wagstaff, Kiri

2004-01-01

Support Vector Machines (SVMs) are a type of supervised learning algorith,, other examples of which are Artificial Neural Networks (ANNs), Decision Trees, and Naive Bayesian Classifiers. Supervised learning algorithms are used to classify objects labled by a 'supervisor' - typically a human 'expert.'.

Science supervisors' conceptions of biology and the field of science: A qualitative study

NASA Astrophysics Data System (ADS)

Young, Jean Radcliff

1999-12-01

This study examined the nature, source and formation of science supervisors' cognitive frameworks for biology and for the field of science and the impact of these frameworks on their work in school divisions. The design for this qualitative study was an emergent case study using ethnographic methods. The purposeful sample consisted of five science supervisors selected from different school divisions in three geographic regions of a middle-Atlantic state. Each participant had a background in biology, classroom teaching and full-time supervisory experience. To collect data for this study, an open-ended questionnaire was used to gain an understanding of the nature of the supervisors' conceptions of biology and for the field of science. Two semi-structured interviews, each lasting 1--2 hours in length, were designed to explore the source and formation of the supervisors' conceptual frameworks, and the impact of these frameworks on their work in school divisions. Data were inductively analyzed using a constant comparative approach. The major findings of this study were: (1) All of the supervisors in this study were remarkably cognizant of possessing a framework for biology and for the field of science. (2) The supervisors' frameworks were well-formed, relatively highly complex and showed a variety of organizational patterns. (3) All of the supervisors' diagrams showed evidence of coherent, integrated themes with emphasis on the importance of connections and interrelationships. (4) The supervisors were able to readily articulate sound rationales for construction of their diagrams. (5) Instead of seeing biology as an isolated discipline, the supervisors view biology in the context of science. Overall, the supervisors no longer see their frameworks as biology-content related, but as science-related. (6) Major influences on the source and formation of the supervisors' conceptual frameworks were a result of selected work-related experiences. (7) The supervisors' conceptual frameworks, in the context of implementation of state Standards of Learning, have had a major impact on their work in their school divisions with teachers and indirectly with students, parents and the public. Results are discussed in comparison with prior studies of non-supervisors using a similar methodology. Implications for educational practice and further research are included.

Learning to Learn about the Practicum: A Self-Study of Learning to Support Student Learning in the Field

ERIC Educational Resources Information Center

Thomas, Lynn

2017-01-01

This study explores student teacher learning on the practicum from the perspective of supervisors, associate teachers, professors in pre-service teacher education programs and the students themselves. Self-study became a means by which I came to better understand the phenomenon of practicum as a whole, the constraints and opportunities, the where…

Worksite physical activity breaks: Perspectives on feasibility of implementation.

PubMed

Bramante, Carolyn T; King, Maggie M; Story, Mary; Whitt-Glover, Melicia C; Barr-Anderson, Daheia J

2018-01-01

Worksites offer a unique opportunity to increase physical activity in persons with both active and sedentary lifestyles. The objective of this study was to examine employee and supervisor perspectives on feasibility and acceptability of 10-minute Instant Recess ® physical activity videos in the worksite. Convenience sample of public and private worksites in Minneapolis/St. Paul, MN. Employees (n = 187) at 13 worksites were recruited by a one-time email invitation to participate in a group Instant Recess break and complete a 15-question survey. One supervisor per site participated in a one-on-one interview to assess suggestions for feasibility of implementation. Likert-type survey responses were averaged per worksite and overall. Interview results were recorded, transcribed, and coded by two authors. Employees were extremely positive about enjoyment, increased productivity, comfort, and feasibility of doing Instant Recess at the same time and place every day (score = 4.29, 4.17, 4.25, and 4.37 out of 5, respectively). However, they did not feel comfortable leading an Instant Recess break (score = 2.68 out of 5). Supervisors voiced during the one-on-one interviews that they enjoyed Instant Recess (13 out of 13 supervisors), were enthusiastic about Instant Recess as a simple and cost-effective entry into worksite wellness (11 out of 13 supervisors), and felt that Instant Recess could be institutionalized by offering it daily at a set time and place (13 out of 13 supervisors). Employees and supervisors at various worksites believed that it is feasible and desirable to offer 10-minute physical activity breaks using videos during the workday.

Supervisors Need Support, Too

ERIC Educational Resources Information Center

Martin, James G.

2017-01-01

In recent years, there has been an increasing focus on professional learning structures for teaching and finding ways to embed this learning into the daily work of teachers. This is premised on the understanding that one-shot professional development yields little transfer or change of practice to ultimately impact student learning. But how has…

Getting Personal: Preventing Leadership Failure in a High Tech Air Force

DTIC Science & Technology

2010-02-01

be comforting for supervisors. Being ―tech savvy‖ can help a supervisor ―bridge‖ the generational gap, creating a more effective relationship ...Tim Groeling concurs: ―I don‘t think [the abundant texting] will lead to shallow relationships . I do think it will lead to a withering of...preferences and learning style is important in understanding how personal leadership style and skill impact decisions and relationships with others

Relevance of IT Integration into Teaching to Learning Satisfaction and Learning Effectiveness

ERIC Educational Resources Information Center

Huang, Shiuab-Ying

2014-01-01

The main purpose of this study is to verify and understand the effects of IT integration into teaching by colleges and vocational schools in Taiwan on learning effectiveness, with learning satisfaction as a mediator. This paper adopts stratified sampling on the administrative supervisors and teachers (i.e. population) in Taiwanese colleges and…

What does it mean to be a good teacher and clinical supervisor in medical education?

PubMed

Stenfors-Hayes, Terese; Hult, Håkan; Dahlgren, Lars Owe

2011-05-01

The aim of this study was to describe the different ways medical teachers understand what constitutes a good teacher and a good clinical supervisor and what similarities and differences they report between them. Data was gathered through interviews with 39 undergraduate teachers at a medical university. The transcripts were analysed using a phenomenographic approach. Three categories regarding what it means to be a good teacher and clinical supervisor respectively were identified. Similarities between the two hierarchies were seen with the most inclusive categories of understanding what it means to be a good teacher or supervisor focuses on students' learning or growth. In the third category a good teacher and supervisor is seen as someone who conveys knowledge or shows how things are done. However, the role of being a clinical supervisor was perceived as containing a clearer focus on professional development and role modelling than the teacher role did. This is shown in the middle category where a good clinical supervisor is understood as a role model and someone who shares what it is like to be a doctor. The middle category of understanding what it means to be a good teacher instead focussing on the teacher as someone who responds to students' content requests in a partially student-centred perspective. In comparing the ways individual respondents understood the two roles, this study also implies that teachers appear to compartmentalise their roles as teachers and clinical supervisors respectively.

Occupational therapy students' contribution to occasions of service during practice placements in health settings.

PubMed

Rodger, Sylvia; Stephens, Elizabeth; Clark, Michele; Ash, Susan; Graves, Nicholas

2011-12-01

Currently in the Australian higher education sector, the productivity benefits of occupational therapy clinical education placements are a contested issue. This article will report results of a study that developed a methodology for documenting time use during placements and investigated the productivity changes associated with occupational therapy clinical education placements in Queensland, Australia. Supervisors' and students' time use during placements and how this changed for supervisors compared to pre- and post-placement is also presented. Using a cohort survey design, participants were students from two Queensland universities, and their supervisors employed by Queensland Health. Time use was recorded in 30 minute blocks according to particular categories. There was a significant increase in supervisors' time spent in patient care activities (F = 94.011(2,12.37 df) , P < 0.001) between pre- and during placement (P < 0.001) and decrease between during and post-placement (P < 0.001). Supervisors' time spent in all non-patient care activities was also significant (F = 4.580(2,16 df) , P = 0.027) increasing between pre- and during placement (P = 0.028). There was a significant decrease in supervisors' time spent in placement activities (F = 5.133(2,19.18 df) , P = 0.016) from during to post-placement. Students spent more time than supervisors in patient care activities while on placement. A novel method for reporting productivity and time-use changes during clinical education programs for occupational therapy has been applied. Supervisors spent considerable time in assessing and managing students and their clinical education role should be seen as core business in standard occupational therapy practice. This paper will contribute to future assessments of the economic impact of student placements for allied health disciplines. © 2011 The Authors. Australian Occupational Therapy Journal © 2011 Occupational Therapy Australia.

A student-centred feedback model for educators.

PubMed

Rudland, Joy; Wilkinson, Tim; Wearn, Andy; Nicol, Pam; Tunny, Terry; Owen, Cathy; O'Keefe, Maree

2013-04-01

Effective feedback is instrumental to effective learning. Current feedback models tend to be educator driven rather than learner-centred, with the focus on how the supervisor should give feedback rather than on the role of the learner in requesting and responding to feedback. An alternative approach emphasising the theoretical principles of student-centred and self-regulated learning is offered, drawing upon the literature and also upon the experience of the authors. The proposed feedback model places the student in the centre of the feedback process, and stresses that the attainment of student learning outcomes is influenced by the students themselves. This model emphasises the attributes of the student, particularly responsiveness, receptiveness and reflection, whilst acknowledging the important role that the context and attributes of the supervisor have in influencing the quality of feedback. Educational institutions should consider strategies to encourage and enable students to maximise the many feedback opportunities available to them. As a minimum, educators should remind students about their central role in the feedback process, and support them to develop confidence in meeting this role. In addition, supervisors may need support to develop the skills to shift the balance of responsibility and support students in precipitating feedback moments. Research is also required to validate the proposed model and to determine how to support students to adopt self-regulatory learning, with feedback as a central platform. © Blackwell Publishing Ltd 2013.

Micro-Feedback Training:Learning the art of effective feedback

PubMed Central

Baseer, Najma; Mahboob, Usman; Degnan, James

2017-01-01

Multiple attributes are expected of postgraduate research supervisors. Provision of timely and effective face-to-face feedback is one such skill that carries enormous significance in supervisee’s professional development. Feedback allows the supervisees to improve upon their performances. Unfortunately, both supervisors and supervisees have contrasting approaches towards the ongoing feedback practices. This incongruence is attributed, in part, to a lack of structured pedagogic training among the medical professionals. A standardized schema is therefore required to acquire and harmonize this pedagogical skill. One such systemized way is a training method called microteaching. Microteaching has long been used to enhance and incorporate old and new undergraduate teaching skills, respectively. Here we propose a similar structured approach of micro-feedback to inculcate effective feedback skills among postgraduate research supervisors using feedback-based scenarios, simulated students, standardized checklists and audiovisual aids. Thus, micro-feedback exercise may prove to be quite promising in improving feedback practices of postgraduate research supervisors. PMID:29492091

Pharmacy Interns’ Perception of Their Professional Role

PubMed Central

Vestergaard, Stense; Traulsen, Janine Marie; Kaae, Susanne

2017-01-01

Objective. To determine pharmacy interns' perceptions of the roles of the pharmacist and pharmacy prior to and during the pharmacy internship and to compare their perceptions with those of their supervisors and the pharmacy customers. Methods. Questionnaires were completed and submitted by 395 interns prior to and during their internships. Interns interviewed their supervisors and two to four local customers. Results. Ninety-six supervisors and 285 customers were interviewed. Interns' perceptions were aligned with those of their supervisors in that both groups indicated that a pharmacist's most important role is that of a clinical leader. Furthermore, interns' perception of customers' expectations regarding the pharmacy were well aligned with customers' actual expectations with regard to service. Conclusion. The study illustrates that interns became more aligned in their perceptions due to the pharmacy internship. The study findings imply that the pharmacy internship influences interns' perception of the pharmacy and pharmacist's roles in society through complex individual and social learning processes. PMID:28289300

In Defense of the Sage on the Stage: Escaping from the "Sorcery" of Learning Styles and Helping Students Learn How to Learn

ERIC Educational Resources Information Center

Jennings, Marianne M.

2012-01-01

Beginning in the late 1980s and early 1990s, higher education was swept up in the theoretical phenomena of mastery learning, cooperative learning, and small-group learning. Professors, instructors, and teachers at the K-12 level became facilitators, guides, supervisors, counselors, and advocates for all things team and group. The thought of a…

Matters of Cost: Part I. Jones Learns about Balance Sheets: Part II. A Look at Budgetary Control: Part III. The Supervisor's "Do-It-Yourself" Series 3.

ERIC Educational Resources Information Center

Smith, J. E.; And Others

This guide, which is intended for new supervisors and managers to use in an independent study setting, deals with costing, balance sheets, and budgetary control. The first section, "Matters of Cost" by J. E. and J. F. Smith, deals with the following topics: profits and productivity, principles of costing, cost control and cost reduction, fixed and…

‘He's going to be a doctor in August’: a narrative interview study of medical students' and their educators' experiences of aligned and misaligned assistantships

PubMed Central

Jones, Owen Meurig; Okeke, Chiemeka; Bullock, Alison; Wells, Stephanie E; Monrouxe, Lynn V

2016-01-01

Objective To explore final-year students’ and clinical supervisors’ experiences of alignment and misalignment with future Foundation Year 1 (F1) posts in an assistantship programme in the UK. Setting Assistantships are clinical placements in which students assist junior doctors by undertaking similar duties under supervision. Models of assistantship programmes vary across curricula. Some actively seek to align with students’ initial postgraduate F1 post. To date, no research has examined the implications of this association for teaching and learning. Qualitative individual and group narrative interviews were conducted with students and supervisors of 2 Welsh medical schools to address: RQ1: How do students and supervisors understand the purpose of the longitudinal assistantship? RQ2: Does alignment/misalignment of the assistantship with students’ initial F1 post influence students’ and supervisors’ teaching and learning experiences? Audio-recordings of interviews were transcribed, participants anonymised and framework analysis was used. Participants A convenience sample of 4 participant groups comprised (1) final-year medical students whose assistantship and F1 post were aligned (n=27), (2) final-year medical students whose assistantship and F1 post were misaligned (n=18) and (3) supervisors (n=10, junior doctors; n=11, consultants). Results All participant groups highlighted increased student confidence in undertaking the duties of an F1 doctor arising from their assistantship period. Learning transferable skills was also highlighted. Many students considered themselves to be team members, ‘learning the trade’ as they shadowed their F1. Opportunities for caring for acutely unwell patients were scarce. The evidence shows enhanced engagement for students aligned to their first F1 post with greater opportunities for workplace acclimatisation. Those who were misaligned were perceived as being disadvantaged. Conclusions Our findings suggest that alignment with students’ first F1 post enhances the assistantship experience. Further longitudinal assessment is required to examine whether and how this translates into improvements in functioning and reductions in stress and anxiety during this transitional period. PMID:27288387

Workplace Learning: Reports of Change from Supervisors and Learners.

ERIC Educational Resources Information Center

Gershwin, Mary Crabbe

1996-01-01

The Colorado workplace program completed an open-ended program evaluation that examined the following: how people involved in workplace learning change, what the shape of that change is, and what impact that change may have. It explored the perspectives of two groups closely involved in the workplace learning process: participants and their…

Doctoral Studies: What Has Radical Adult Education Got to Do with It?

ERIC Educational Resources Information Center

Choudry, Aziz; Rochat, Désirée

2015-01-01

Working and writing together as supervisor and graduate student in a Canadian university, the authors bring their community/activist/adult education learning backgrounds into dialogue--and tension--with doctoral studies by reflecting on their personal learning paths and thinking about what this means for teaching and learning in academic contexts.…

Learning "Rules" of Practice within the Context of the Practicum Triad: A Case Study of Learning to Teach

ERIC Educational Resources Information Center

Chalies, Sebastien; Escalie, Guillaume; Stefano, Bertone; Clarke, Anthony

2012-01-01

This case study sought to determine the professional development circumstances in which a preservice teacher learned rules of practice (Wittgenstein, 1996) on practicum while interacting with a cooperating teacher and university supervisor. Borrowing from a theoretical conceptualization of teacher professional development based on the postulates…

Exploring Conditions for Transformative Learning in Work-Integrated Education

ERIC Educational Resources Information Center

McRae, Norah

2015-01-01

A qualitative study was undertaken that explored the conditions for transformative learning in cooperative education as a form of work-integrated learning (WIL), towards the development of a theoretical model. Four case studies were analyzed based on interviews with WIL students, supervisors and their co-op coordinator. The findings revealed that…

Work-Based Learning for Adolescents with Learning Disabilities: Creating a Context for Success

ERIC Educational Resources Information Center

Versnel, Joan; Hutchinson, Nancy L.; Munby, Hugh; Chin, Peter

2008-01-01

This paper describes cases of two adolescents with learning disabilities working in automotive repair businesses as part of a work-based education program. Neither adolescent was judged to have been successful by the workplace supervisors. The frameworks chosen for analyzing these cases draw upon recent work in self-determination, workplace…

Exploring PCK ability of prospective science teachers in reflective learning on heat and transfer

NASA Astrophysics Data System (ADS)

Nurmatin, S.; Rustaman, N. Y.

2016-02-01

Learning can be planned by the person him/herself when he or she tries to reflect his/her learning. A study involving prospective science teachers in junior secondary schools was carried out to analyze their ability on Pedagogical Content Knowledge (PCK) in reflective learning after teaching practice. The study was focused especially in creating Pedagogical and Professional Repertoires (PaP-eRs) as part of resource-folios. PaP-eRs as a narrative writing in the learning activities are created by prospective science teachers after lesson plan implementation. Making the narrative writing is intended that prospective science teachers can reflect their learning in teaching. Research subjects are six prospective science teachers who are implementing "Program Pengalaman Lapangan" (PPL) in two junior secondary schools in Bandung, West Java, Indonesia. All of them were assigned by supervisor teachers to teach VII grade students on certain topic "heat and its transfer". Instruments used as a means of collecting data in this study is PaP-eRs. Collected PaP-eRs were then analyzed using PaP-eRs analysis format as instruments for analysis. The result of analyzing PaP-eRs indicates that learning activities, which narrated, involve initial activities, core activities and final activities. However, any activity, which is narrated just superficial as its big line so the narration cannot be, used as reflective learning. It indicates that PCK ability of prospective science teachers in creating narrative writing (PaP-eRs) for reflective learning is still low.

Effects of a Comprehensive Police Suicide Prevention Program

PubMed Central

Mishara, Brian L.; Martin, Normand

2012-01-01

Background: Police suicides are an important problem, and many police forces have high rates. Montreal police suicide rates were slightly higher than other Quebec police rates in the 11 years before the program began (30.5/100,000 per year vs. 26.0/100,000). Aims: To evaluate Together for Life, a suicide prevention program for the Montreal police. Methods: All 4,178 members of the Montreal police participated. The program involved training for all officers, supervisors, and union representatives as well as establishing a volunteer helpline and a publicity campaign. Outcome measures included suicide rates, pre-post assessments of learning, focus groups, interviews, and follow-up of supervisors. Results: In the 12 years since the program began the suicide rate decreased by 79% (6.4/100,000), while other Quebec police rates had a nonsignificant (11%) increase (29.0/100,000). Also, knowledge increased, supervisors engaged in effective interventions, and the activities were highly appreciated. Limitations: Possibly some unidentified factors unrelated to the program could have influenced the observed changes. Conclusions: The decrease in suicides appears to be related to this program since suicide rates for comparable populations did not decrease and there were no major changes in functioning, training, or recruitment to explain the differences. Comprehensive suicide prevention programs tailored to the work environment may significantly impact suicide rates. PMID:22450038

The supervisory encounter and the senior GP trainee: managing for, through and with.

PubMed

Brown, James; Nestel, Debra; Clement, Tim; Goldszmidt, Mark

2018-02-01

Help-seeking supervisory encounters provide important learning experiences for trainees preparing for independent practice. Although there is a body of expert opinion and theories on how supervisor encounters should happen, supporting empirical data are limited. This is particularly true for the senior general practice (GP) trainee. Without knowing what happens during these encounters, we cannot know how to maximise their educational potential. This study aimed to understand what happens when senior GP trainees call on their supervisor when caring for patients and how learning can be enhanced when this occurs. This is an analysis of data from a multi-case study of five GP supervisory pairs, each with a GP registrar and their supervisor. The data are recordings of 45 supervisory encounters, 78 post-encounter reflections and six interviews. We used Wenger's communities of practice theory and rhetorical genre theory as analytical lenses. The supervisory encounters followed a consistent format, which fitted the form of a genre. Within this genre, three dominant interactional patterns were identified, which we labelled 'managing for', 'managing through' and 'managing with'. Each pattern presented different opportunities and drew on different skills. The primary agenda was always developing a plan for the patient. Education agendas included acquiring knowledge, developing skills and achieving independence. Other agendas were issues of control, credibility and relationship building. Both supervisor and trainee could be purposeful in their supervisory engagement. For supervisors and trainees to achieve the educational potential of their supervisory encounters they require flexibility. This depends on understanding the genre of the supervisory encounter, the agendas at play, the options they have in engaging and having the skills to utilise these options. Educators can facilitate supervisors and trainees in acquiring this understanding and these skills. We recommend further research into the genre of the supervisory encounter. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Work Integrated Learning Competencies: Industrial Supervisors' Perspectives

ERIC Educational Resources Information Center

Makhathini, Thobeka Pearl

2016-01-01

Research on student-learning outcomes indicates that university graduates do not possess relevant skills required by the industry such as leadership, emotional intelligence, problem solving, communication, decision-making skills and the ability to function in a multicultural environment. Currently, engineering graduates are expected to perform…

Internships: Perspectives on Experiential Learning. A Guide to Internship Management for Educators and Professionals.

ERIC Educational Resources Information Center

Ciofalo, Andrew, Ed.

The 31 papers in this book ar grouped into 5 sections, of which the first consists of an introductory essay by A. Ciofalo, "What Every Professor and Worksite Supervisor Should Know about Internships." Section 2, on learning from experience, contains "Perspectives on Learning in Internships" (D. T. Moore); "Integrating the Traditions of…

Mentorship, Supervision and Learning Experience in PhD Education

ERIC Educational Resources Information Center

Linden, Jitka; Ohlin, Mats; Brodin, Eva M.

2013-01-01

The learning that ensued from the mentorship relationship on a mentorship program for doctoral students at a Swedish university was studied in three cases (two in social science and one in technology). The aim was: (a) to explore how doctoral students, their formal mentors and their supervisors describe their own learning, and how they perceive…

Voices of Women in the Field: What I Learned about Leadership

ERIC Educational Resources Information Center

Walline, Linda

2008-01-01

In this article, the author shares lessons learned from her experiences as a nursing faculty member and a nursing leader. The most important thing the author has learned about leadership development is that it is a continuous process. The author recognizes that her family, peers, education, job changes, supervisors, and mentors have all influenced…

A Training Intervention for Supervisors to Support a Work-Life Policy Implementation

PubMed Central

Laharnar, Naima; Glass, Nancy; Perrin, Nancy; Hanson, Ginger; Kent Anger, W.

2013-01-01

Background Effective policy implementation is essential for a healthy workplace. The Ryan-Kossek 2008 model for work-life policy adoption suggests that supervisors as gatekeepers between employer and employee need to know how to support and communicate benefit regulations. This article describes a workplace intervention on a national employee benefit, Family and Medical Leave Act (FMLA), and evaluates the effectiveness of the intervention on supervisor knowledge, awareness, and experience with FMLA. Methods The intervention consisted of computer-based training (CBT) and a survey measuring awareness and experience with FMLA. The training was administered to 793 county government supervisors in the state of Oregon, USA. Results More than 35% of supervisors reported no previous training on FMLA and the training pre-test revealed a lack of knowledge regarding benefit coverage and employer responsibilities. The CBT achieved: (1) a significant learning effect and large effect size of d = 2.0, (2) a positive reaction to the training and its design, and (3) evidence of increased knowledge and awareness regarding FMLA. Conclusion CBT is an effective strategy to increase supervisors' knowledge and awareness to support policy implementation. The lack of supervisor training and knowledge of an important but complex employee benefit exposes a serious impediment to effective policy implementation and may lead to negative outcomes for the organization and the employee, supporting the Ryan-Kossek model. The results further demonstrate that long-time employees need supplementary training on complex workplace policies such as FMLA. PMID:24106648

Intraprofessional collaboration and learning between specialists and general practitioners during postgraduate training: a qualitative study.

PubMed

Meijer, Loes J; de Groot, Esther; Blaauw-Westerlaken, Mirjam; Damoiseaux, Roger A M J

2016-08-11

During postgraduate training, general practitioners and other specialists must learn how to deliver shared care to patients; however, the development of formal intraprofessional education is often hampered by curricular constraints. Delivering shared care in everyday work provides trainees with opportunities for informal learning from, about and with one another. Twelve semi-structured interviews were undertaken with trainee general practitioners and specialists (internal medicine or surgery). A thematic analysis of the input was undertaken and a qualitative description developed. Trainees from different disciplines frequently interact, often by telephone, but generally they learn in a reactive manner. All trainees are highly motivated by the desire to provide good patient care. Specialist trainees learn about the importance of understanding the background of the patient from GPs, while GP trainees gain medical knowledge from the interaction. Trainees from different disciplines are not very motivated to build relationships with each other and have fewer opportunities to do so. Supervisors can play an important role in providing intraprofessional learning opportunities for trainees. During postgraduate training, opportunities for intraprofessional learning occur, but there is much room for improvement. For example, supervisors could increase the involvement of trainees in collaborative tasks and create more awareness of informal learning opportunities. This could assist trainees to learn collaborative skills that will enhance patient care.

The interprofessional learning experience: Findings from a qualitative study based in an outpatient setting.

PubMed

Jakobsen, Flemming; Mørcke, Anne Mette; Hansen, Torben Bæk

2017-09-01

Clinical interprofessional education has traditionally taken place in hospital wards, but much diagnosis and treatment have shifted to the outpatient setting. The logical consequence is to shift more students' clinical placements from the "bedside" to outpatient settings. However, it is unclear how we ensure that this shift maximises learning. The purpose of this article is to understand the authentic learning experience in an interprofessional outpatient clinic setting. We performed an exploratory case study with interviews of four nursing students, 13 medical students, and six staff members who worked in an interprofessional outpatient orthopaedic clinic from March 2015 to January 2016. The interviews were transcribed and analysed using systematic text condensation. The students' self-reported learning experience in this outpatient clinic was characterised by direct patient contact and by authentic, interprofessional, task-based learning, and a preference for indirect supervision when conducting uncomplicated patient consultations. The supervisors intended to create this interprofessional outpatient clinic experience by having a clear teaching approach based on adult learning principles in a safe and challenging learning environment. The shift to the outpatient setting was strongly and practically supported by the management. This study indicates that student learning can be shifted to the outpatient clinic setting if there is supportive management and dedicated supervisors who establish a challenging yet safe interprofessional learning environment.

Supervisors in ergonomic change of meat cutting work.

PubMed

Vogel, K

2012-01-01

Being a supervisor is an important and lonely occupation. The aim of this study was to identify barriers and opportunities in working conditions for supervisors, being facilitators and implementers of change for meat cutters. Nine supervisors of meat cutters in one large company were interviewed. The semi-structured interviews covered their roles as supervisors, performance of the change process and their own working conditions. Notes were taken and structured in themes. Similarities, differences, plus and minus were identified. There was a nuanced view on the change processes and their effects. The change processes and the decisions were anchored in a democratic process with groups of employees and the union. All were clear on what demands the company had on them. They were secure in a functioning network of peers and their immediate superior. On their own education, most were as a whole satisfied, but in need of more training and talked of lifelong learning. They considered their work demanding and lonely, with a need both to be manager and leader. A shared leadership could mean doing a better job. There is a need for education and training as a manager and leader as well as the opportunity to discuss with peers.

Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II.

PubMed

Thrasher, Ashley B; Walker, Stacy E; Hankemeier, Dorice A; Mulvihill, Thalia

2016-10-01

Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. To explore the supervisor's role in the professional development of GAs in the collegiate setting. Qualitative study. Phone interviews. A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.

TEACHING-LEARNING UNITS IN CLOTHING AND TEXTILES.

ERIC Educational Resources Information Center

Arizona Association of Future Homemakers of America, Phoenix.

GUIDELINES FOR TEACHERS WHO ARE PLANNING LESSONS FOR ELEMENTARY AND SECONDARY STUDENTS IN CLOTHING AND TEXTILE CLASSES WERE DEVELOPED BY TEACHERS, TEACHER EDUCATORS, AND STATE SUPERVISORS. MATERIALS WERE TESTED BY CLASSROOM TEACHERS, REFINED, AND EDITED. MODELS OF TEACHING-LEARNING UNITS, EACH ON DIFFERENT COLORED PAPER, ARE PRESENTED FOR THREE…

The Learning Organization: Variations at Different Organizational Levels

ERIC Educational Resources Information Center

Weldy, Teresa G.; Gillis, William E.

2010-01-01

Purpose: The purpose of this paper is to examine the perceptions of managers, supervisors, and employees from different organizations relevant to the seven dimensions of a learning organization (LO), and the two dimensions of knowledge and financial performance. Design/methodology/approach: The perceptions of 143 organizational members from…

Applying Learning Principles and Theories to Vocational Education.

ERIC Educational Resources Information Center

Loomis, Linda Jacobsen; Prickett, Charlotte

This monograph is intended for use by vocational teachers, state supervisors, administrators, and curriculum developers as a resource guide in the development of sound curriculum for vocational programs in Arizona. It examines learning theories and principles and, where applicable, applies these ideas to vocational education. Chapter 1 introduces…

Understanding Learning Transfer in Employment Preparation Programmes for Adults with Low Skills

ERIC Educational Resources Information Center

Taylor, Maurice C.; Ayala, Gabriel E.; Pinsent-Johnson, Christine

2009-01-01

This Canadian study investigated how the transfer of learning occurred in an employment preparation programme for adults with low literacy skills using a multi-site case study research design. Four different programmes involving trainees, instructors and workplace supervisors participated in the investigation. Results indicated that the transfer…

Supervisor tolerance-responsiveness to substance abuse and workplace prevention training: use of a cognitive mapping tool.

PubMed

Bennett, Joel B; Lehman, Wayne E K

2002-02-01

Supervisor tolerance-responsiveness, referring to the attitudes and behaviors associated with either ignoring or taking proactive steps with troubled employees, was investigated in two studies. The studies were conducted to help examine, understand and improve supervisor responsiveness to employee substance abuse. Study 1 examined supervisor response to and tolerance of coworker substance use and ways of interfacing with the Employee Assistance Program (EAP) in two workplaces (n = 244 and 107). These surveys suggested that engaging supervisors in a dialogue about tolerance might improve their willingness to use the EAP. Study 2 was a randomized control field experiment that assessed a team-oriented training. This training adopted a cognitive mapping technique to help improve supervisor responsiveness. Supervisors receiving this training (n = 29) were more likely to improve on several dimensions of responsiveness (e.g. likely to contact the EAP) than were supervisors who received a more didactic, informational training (n = 23) or a no-training control group (n = 17). Trained supervisors also showed increases in their own help-seeking behavior. Procedures and maps from the mapping activity (two-stage conversational mapping) are described. Overall, results indicate that while supervisor tolerance of coworker substance use inhibits EAP utilization, it may be possible to address this tolerance using team-oriented prevention training in the work-site.

Beliefs, identities and educational practice: a Q methodology study of general practice supervisors.

PubMed

Dory, Valérie; Audétat, Marie-Claude; Rees, Charlotte

2015-03-01

Quality of supervisory practices varies. According to the integrative model of behaviour prediction, supervisors' beliefs may influence practice. This study aimed to examine the belief profiles of general practice supervisors, and their potential relationship with supervisory practice. A cross-sectional study was conducted using Q-methodology to explore supervisors' beliefs and the Maastricht Clinical Teaching Questionnaire to measure self-reported supervisory practice. One-hundred and thirty-nine supervisors took part (76%). The most common belief profile (36.7%) comprised a proactive view of supervisors' roles, strong self-efficacy beliefs and awareness of university norms. It revealed merged identities as clinicians and teachers. The second profile (18.0%) included a belief that supervision essentially involved sharing one's experience, uncertainty about the impact of supervision and about university norms. This profile was consistent with a pre-eminence of supervisors' identities as clinicians. Supervisors with merged identities were more likely to have more experience as supervisors and to engage in other teaching activities. Differences in self-reported supervisory practice were observed but did not reach statistical significance (P = 0.053). Supervisors' beliefs reveal differences in the way they manage their multiple professional identities. Further research should be conducted into whether these differences are developmental and if so how development occurs.

Learning to write like a scientist: Coauthoring as an enculturation task

NASA Astrophysics Data System (ADS)

Florence, Marilyn K.; Yore, Larry D.

2004-08-01

This multiple case study examined the coauthorship process in research laboratories of different university departments. The study focused on two cases comprising five writing teams, one in biochemistry and microbiology and four in earth and ocean sciences. The role of the research supervisor, the role of the student (graduate and postgraduate), the interaction of the supervisor and the student, the activities and processes inherent in the coauthorship process, and the student's beliefs, expertise, scientific writing, and entry into an academic discourse community were documented utilizing multiple sources of data and methods. Several activities and processes were found to be common across all coauthorship teams, including aspects of planning, drafting, and revising. Elements of scientific and writing expertise, facets of enculturation into scientific research and discourse communities, academic civility, and the dynamics of collaborative groups also were apparent. There was healthy tension and mutual respect in the research groups as they attempted to make sense of science, report their results clearly and persuasively, and share the responsibilities of expertise. The novice scientists came to appreciate that the writing, editing, and revising process influenced the quality of the science as well as the writing.

Psychosocial work environment and mental health among construction workers.

PubMed

Boschman, J S; van der Molen, H F; Sluiter, J K; Frings-Dresen, M H W

2013-09-01

We assessed psychosocial work environment, the prevalence of mental health complaints and the association between these two among bricklayers and construction supervisors. For this cross-sectional study a total of 1500 bricklayers and supervisors were selected. Psychosocial work characteristics were measured using the Dutch Questionnaire on the Experience and Evaluation of Work and compared to the general Dutch working population. Mental health effects were measured with scales to assess fatigue during work, need for recovery after work, symptoms of distress, depression and post-traumatic stress disorder. The prevalence of self-reported mental health complaints was determined using the cut-off values. Associations between psychosocial work characteristics and self-reported mental health complaints were analysed using logistic regression. Total response rate was 43%. Compared to the general working population, bricklayers experienced statistically significant worse job control, learning opportunities and future perspectives; supervisors experienced statistically significant higher psychological demands and need for recovery. Prevalence of self-reported mental health effects among bricklayers and supervisors, respectively, were as follows: high need for recovery after work (14%; 25%), distress (5%, 7%), depression (18%, 20%) and post-traumatic stress disorder (11%, 7%). Among both occupations, high work speed and quantity were associated with symptoms of depression. Further, among construction supervisors, low participation in decision making and low social support of the direct supervisor was associated with symptoms of depression. The findings in the present study indicate psychosocial risk factors for bricklayers and supervisors. In each occupation a considerable proportion of workers was positively screened for symptoms of common mental disorders. Copyright © 2013 Elsevier Ltd and The Ergonomics Society. All rights reserved.

Reducing job insecurity and increasing performance ratings: does impression management matter?

PubMed

Huang, Guo-hua; Zhao, Helen Hailin; Niu, Xiong-ying; Ashford, Susan J; Lee, Cynthia

2013-09-01

Prior research on job insecurity has demonstrated its detrimental effects on both employees and the organization, yet no research has detailed how people actively deal with it. Drawing from proactivity research, this article argues that job insecurity prompts a proactive use of impression management tactics in the workplace. The effectiveness of these tactics depends on the level of supervisory liking for the employee and the attributions supervisors make regarding the employee's motives for the impression management behaviors (i.e., for the good of the organization or for self-interest). A 3-wave survey study of 271 Chinese employees and their supervisors showed that employees experiencing job insecurity in Time 1 reported using a variety of tactics to impress their supervisors at Time 2 and that these tactics curbed the affect associated with job insecurity and enhanced supervisor rated performance, through supervisor's liking and attributed motives. The relationship between impression management and increased supervisor-rated performance was moderated by supervisor attributions; the relationship between impression management and reduced affective job insecurity depended on supervisor liking. PsycINFO Database Record (c) 2013 APA, all rights reserved

Effect of an experiential learning-based programme to foster competence among nurse managers.

PubMed

Kuraoka, Yumiko

2018-03-30

The present study aimed to examine the effect of providing an experiential learning-based programme to foster competence among nurse managers in the early years of their supervisory roles. Nurse managers take supervisory positions without being sufficiently prepared for the task and therefore often experience difficultly in the early years of managerial roles. They need support from their supervisor and require opportunities for development. We developed an experiential learning-based programme for nurse managers in the first 3 years of a supervisory role. Sixty-three nurse managers and their supervisors were enrolled. The programme was evaluated using a one-group pretest-posttest design. The outcome measures were experiential learning, knowledge, social support, competency as a nurse manager, and sense of coherence. Outcomes were compared using paired t tests. Nurse managers showed significantly improved experiential learning (p = .001), knowledge (p < .001) and competence as a nurse manager (p = .002) after participating in this programme. This programme increased knowledge, promoted experiential learning, and improved competence among nurse managers. This experiential learning-based programme for nurse managers in the early years of a supervisory role fostered competence among nurse managers. © 2018 The Authors. Journal of Nursing Management Published by John Wiley & Sons Ltd.

Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship.

PubMed

van der Zwet, J; Zwietering, P J; Teunissen, P W; van der Vleuten, C P M; Scherpbier, A J J A

2011-08-01

Workplace learning in undergraduate medical education has predominantly been studied from a cognitive perspective, despite its complex contextual characteristics, which influence medical students' learning experiences in such a way that explanation in terms of knowledge, skills, attitudes and single determinants of instructiveness is unlikely to suffice. There is also a paucity of research which, from a perspective other than the cognitive or descriptive one, investigates student learning in general practice settings, which are often characterised as powerful learning environments. In this study we took a socio-cultural perspective to clarify how students learn during a general practice clerkship and to construct a conceptual framework that captures this type of learning. Our analysis of group interviews with 44 fifth-year undergraduate medical students about their learning experiences in general practice showed that students needed developmental space to be able to learn and develop their professional identity. This space results from the intertwinement of workplace context, personal and professional interactions and emotions such as feeling respected and self-confident. These forces framed students' participation in patient consultations, conversations with supervisors about consultations and students' observation of supervisors, thereby determining the opportunities afforded to students to mind their learning. These findings resonate with other conceptual frameworks and learning theories. In order to refine our interpretation, we recommend that further research from a socio-cultural perspective should also explore other aspects of workplace learning in medical education.

The present status of geography education in boys' intermediate schools of Riyadh, Saudi Arabia

NASA Astrophysics Data System (ADS)

Al-Gahtany, Abdulrahman Mohammed

The purpose of this study was to describe the present status of geography education in boys' intermediate schools in Riyadh, Saudi Arabia as perceived by geography teachers and supervisors; that is, to investigate the objectives, content, methods of teaching, tools and resources that are available and used in classrooms, evaluation techniques, and problems encountered in the teaching of geography. To collect data from this representative sample population, a questionnaire was developed by the researcher specifically for this study. Questionnaire data was collected from 19 social studies supervisors and 213 geography teachers. Percentages, frequencies, means, and standard deviations were computed for each questionnaire item. Chi Square tests were applied to determine if any significant differences could be identified between the observed and expected responses of supervisors and teachers. Major findings of the study indicated that both supervisors and teachers tend to strongly support the identified geography objectives. Most teachers and supervisors also indicated that the current geography curriculum contains enough information about Saudi Arabia, the Arabic world, and the Islamic world. In addition, the also indicated that geography content promotes a sense of patriotism and cultural pride. Responses indicated that educators see deficiencies in the content: it does not focus sufficiently on current events nor on developing student skills such as research and technical skills like drawing maps. Lecture and discussion are the most commonly used strategies in the teaching of geography. Field trips, role-playing, scientific competitions, scientific games, solving problems, and individual learning are less commonly used. Teaching tools most commonly used are wall maps and earth globes, whereas the use of geographical transparencies, models, and instruments is not common. Most of the teachers do lot use computers in their teaching. Evaluation techniques depend completely on traditional examinations to evaluate the performance of the students. Chi-square test shows that there are significant differences in observed and expected frequencies between teachers and supervisors with respect to geography learning objectives, geography content, methods of teaching, tools and resources, and the problems that geography teachers encounter in their teaching.

First Time Facilitator's Experience: Designing and Facilitating an Action Learning Programme in China

ERIC Educational Resources Information Center

Wang, Jinshuai; Bloodworth, Mike

2016-01-01

This paper describes an action learning programme with China Unicom Broadband Limited (CUBO) to support its vision of transforming to become a world-leading broadband communications and information service provider. 64 Department directors and supervisors were invited to take part in the "China Unicom Broadband Online Phoenix Action Learning…

Developing Learning Progressions in Support of the New Science Standards: A RAPID Workshop Series

ERIC Educational Resources Information Center

Rogat, Aaron

2011-01-01

The hypothetical learning progressions presented here are the products of the deliberations of two working groups of science education researchers, each group also including a state science curriculum supervisor, organized by the Consortium for Policy Research in Education (CPRE), with support from the National Science Foundation. Their charge was…

Practicum Learnings for Counseling and Art Therapy Students: The Shared and the Particular

ERIC Educational Resources Information Center

Van Lith, Theresa; Voronin, Lorelei

2016-01-01

Practicum experience in counseling and therapy training can be an anxiety-inducing time as students begin to apply their acquired theoretical knowledge. On-site supervisors closely monitor students' development by making use of example-based involvements to provide valuable insights and learning opportunities. This paper examines the findings from…

"Public-Based-Learning": The Place of Publics in Exploring Environmental Controversies for Pedagogical Purposes

ERIC Educational Resources Information Center

Mélard, François; Denayer, Dorothée; Semal, Nathalie

2015-01-01

This article examines a 15 year-old master level seminar dedicated to the exploration of local and complex environmental issues marked by scientific or technological uncertainties. Following a pragmatic learning approach, we focus our discussion on a triadic relationship between supervisors, students and various concerned publics. A local flood…

Work-Integrated Learning Process in Tourism Training Programs in Vietnam: Voices of Education and Industry

ERIC Educational Resources Information Center

Khuong, Cam Thi Hong

2016-01-01

This paper addresses the work-integrated learning (WIL) initiative embedded in selected tourism training programs in Vietnam. The research was grounded on the framework of stakeholder ethos. Drawing on tourism training curriculum analysis and interviews with lecturers, institutional leaders, industry managers and internship supervisors, this study…

Communicating Feedback in Teaching Practice Supervision in a Learning-Oriented Field Experience Assessment Framework

ERIC Educational Resources Information Center

Tang, Sylvia Yee Fang; Chow, Alice Wai Kwan

2007-01-01

This article seeks to understand the ways in which feedback was communicated in post-observation conferences in teaching practice supervision within the learning-oriented field experience assessment (LOFEA) framework. 32 post-observation conferences between 21 pairs of supervisors and participants of in-service teacher education programmes, and…

Learning Opportunities in PhD Supervisory Talks: A Social Constructionist Perspective

ERIC Educational Resources Information Center

Tian, Wenwen; Singhasiri, Wareesiri

2016-01-01

Although PhD supervision has been recognised as an educative process and a complex pedagogy for decades, there is little research into on-site pedagogic processes. Informed by social constructionism and a Foucauldian approach, this qualitative case study explores how learning opportunities were created by analysing both a supervisor's verbal…

Undergraduate nursing students' transformational learning during clinical training.

PubMed

Melin-Johansson, Christina; Österlind, Jane; Hagelin, Carina Lundh; Henoch, Ingela; Ek, Kristina; Bergh, Ingrid; Browall, Maria

2018-04-02

Undergraduate nursing students encounter patients at the end of life during their clinical training. They need to confront dying and death under supportive circumstances in order to be prepared for similar situations in their future career. To explore undergraduate nursing students' descriptions of caring situations with patients at the end of life during supervised clinical training. A qualitative study using the critical incident technique was chosen. A total of 85 students wrote a short text about their experiences of caring for patients at the end of life during their clinical training. These critical incident reports were then analysed using deductive and inductive content analysis. The theme 'students' transformational learning towards becoming a professional nurse during clinical training' summarises how students relate to patients and relatives, interpret the transition from life to death, feel when caring for a dead body and learn end-of-life caring actions from their supervisors. As a preparation for their future profession, students undergoing clinical training need to confront death and dying while supported by trained supervisors and must learn how to communicate about end-of-life issues and cope with emotional stress and grief.

Action learning enhances professional development of research supervisors: an Australian health science exemplar.

PubMed

Davis, Kierrynn; Brownie, Sonya; Doran, Frances; Evans, Sue; Hutchinson, Marie; Mozolic-Staunton, Beth; Provost, Stephen; van Aken, Rosalie

2012-03-01

The worldwide academic workforce is ageing. At the same time, health and human services workforces are expanding. The preparation of educators to fill gaps in expertise and to position the health sciences for future growth is an urgent need. The findings from a recent action learning project that aimed to enhance the professional growth and development of higher degree researcher student supervisors in a School of Health and Human Sciences are presented. Seven early career researchers and the facilitator met for two hours every two to three weeks over 4 months between April and July 2010, in a rural and regional university in New South Wales, Australia. The processes initiated were a combination of experiential knowledge, referral to relevant published reports, use of an effective supervision checklist, and critical conversations. Learning outcomes centered on higher degree management and supervision pedagogy, communities of practice, knowledge translation, and the establishment of a research culture. The contextual barriers and implications of the methodology and learning outcomes for the professional development of health and human science practitioners, researchers and educators is also discussed. © 2012 Blackwell Publishing Asia Pty Ltd.

The key to using a learning or skill acquisition plan.

PubMed

Nicholls, Delwyn; Sweet, Linda; Westerway, Sue Campbell; Gibbins, Annie

2014-11-01

A learning plan is a tool to guide the development of knowledge, skills and professional attitudes required for practice. A learning plan is an ideal tool for both supervisors and mentors to guide the process of teaching and learning a medical ultrasound examination. A good learning plan will state the learning goal, identify the learning activities and resources needed to achieve this goal, and highlight the outcome measures, which when achieved indicate the goal has been accomplished. A skill acquisition plan provides a framework for task acquisition and skill stratification; and is an extension of the application of the student learning plan. One unique feature of a skill acquisition plan is it requires the tutor to first undertake a task analysis. The task steps are progressively learnt in sequence, termed scaffolding. The skills to develop and use a learning or skill acquisition plan are also learnt, but are an integral component to the ultrasound tutors skill set. This paper will provide an outline of how to use and apply a learning and skill acquisition plan. We will review how these tools can be personalised to each student and skill teaching environment.

Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

PubMed Central

Thrasher, Ashley B.; Walker, Stacy E.; Hankemeier, Dorice A.; Mulvihill, Thalia

2016-01-01

Context: Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective: To explore the supervisor's role in the professional development of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions: The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development. PMID:27834507

[Medical intern or locum doctor--does job position affect learning?].

PubMed

Mars, Nina; Kalske, Jaakko; Halttunen-Nieminen, Mervi; Pitkäranta, Anne

2015-01-01

At the University of Helsinki, the licentiate degree in medicine involves internships that can be conducted as a medical intern or locum doctor. The students and their supervisors fill out a feedback form, which helps in assessing the students' improvement in various areas. Based on the feedback form between 2008 and 2013, students having worked as locum doctor rated better improvement in their diagnostic skills, writing medical records, interacting with the patient, and operating in the work community. Supervisor evaluations did not show a similar clear difference between the job positions.

Assessing engineering students' demonstration of workplace competencies in experiential learning environments through internships and cooperative work experiences

NASA Astrophysics Data System (ADS)

Laingen, Mark A.

This study investigates the relationships between supervisor assessments and internship students' self-assessments for 15 workplace competencies, demonstrated in an internship or cooperative work environment. The 15 workplace competencies were developed by Iowa State University in collaboration with over 200 constituents comprised of Iowa State University COE alumni, engineering employers, COE faculty, partnering international faculty, and COE students, to provide clear, independent, and assessable measures for the eleven learning outcomes identified in the ABET Criterion 3 (a-k) outcomes. The study investigated workplace competency assessment data collected over ten years, commencing with the fall 2001 internship assessment term and concluding with the fall 2011 assessment term. The study used three separate methodologies to analyze workplace competency assessments in the COE. Part 1 analyzed data across the fifteen workplace competencies, and across ten programs in the College of Engineering, that have been involved with the workplace competency assessment of internship and cooperative students from the beginning of data collection in 2001. Supervisor assessment ratings were compared to internship student self-assessment ratings across the ten-year span from 2001-11using the non-parametric equivalent of the paired t-test; the Wilcoxon singed rank test for paired data. Part 2 of the study investigated the relationship between supervisor and student self-assessment data across assessment terms related to the 2001-05 and 2006-11 ABET accreditation cycles. The third part investigated how data tracking workplace competency strengths and weaknesses and ABET outcomes achievement percentages have changed between the assessment terms across accreditation cycles. Part 3 included an on-line survey sent to program curriculum committee members involved with workplace competency assessment data that investigated how the engineering programs are utilizing this data in support of continuous improvement of the program curricula. Results of the analysis demonstrate how paired supervisor assessment and student self-assessment ratings for assessment of the internship students' demonstration of workplace competencies can be useful in evaluating student demonstration of competency in COE learning outcomes through the experiential learning environment, and support continuous improvement practices for program curriculum development.

Perceptions of medical graduates and their workplace supervisors towards a medical school clinical audit program.

PubMed

Davis, Stephanie; O'Ferrall, Ilse; Hoare, Samuel; Caroline, Bulsara; Mak, Donna B

2017-07-07

This study explores how medical graduates and their workplace supervisors perceive the value of a structured clinical audit program (CAP) undertaken during medical school. Medical students at the University of Notre Dame Fremantle complete a structured clinical audit program in their final year of medical school.  Semi-structured interviews were conducted with 12 Notre Dame graduates (who had all completed the CAP), and seven workplace supervisors (quality and safety staff and clinical supervisors).  Purposeful sampling was used to recruit participants and data were analysed using thematic analysis. Both graduates and workplace supervisors perceived the CAP to be valuable. A major theme was that the CAP made a contribution to individual graduate's medical practice, including improved knowledge in some areas of patient care as well as awareness of healthcare systems issues and preparedness to undertake scientifically rigorous quality improvement activities. Graduates perceived that as a result of the CAP, they were confident in undertaking a clinical audit after graduation.  Workplace supervisors perceived the value of the CAP beyond an educational experience and felt that the audits undertaken by students improved quality and safety of patient care. It is vital that health professionals, including medical graduates, be able to carry out quality and safety activities in the workplace. This study provides evidence that completing a structured clinical audit during medical school prepares graduates to undertake quality and safety activities upon workplace entry. Other health professional faculties may be interested in incorporating a similar program in their curricula.

The impact of a human resource management intervention on the capacity of supervisors to support and supervise their staff at health facility level.

PubMed

Uduma, Ogenna; Galligan, Marie; Mollel, Henry; Masanja, Honorati; Bradley, Susan; McAuliffe, Eilish

2017-08-30

A systematic and structured approach to the support and supervision of health workers can strengthen the human resource management function at the district and health facility levels and may help address the current crisis in human resources for health in sub-Saharan Africa by improving health workers' motivation and retention. A supportive supervision programme including (a) a workshop, (b) intensive training and (c) action learning sets was designed to improve human resource management in districts and health facilities in Tanzania. We conducted a randomised experimental design to evaluate the impact of the intervention. Data on the same measures were collected pre and post the intervention in order to identify any changes that occurred (between baseline and end of project) in the capacity of supervisors in intervention a + b and intervention a + b + c to support and supervise their staff. These were compared to supervisors in a control group in each of Tanga, Iringa and Tabora regions (n = 9). A quantitative survey of 95 and 108 supervisors and 196 and 187 health workers sampled at baseline and end-line, respectively, also contained open-ended responses which were analysed separately. Supervisors assessed their own competency levels pre- and post-intervention. End-line samples generally scored higher compared to the corresponding baseline in both intervention groups for competence activities. Significant differences between baseline and end-line were observed in the total scores on 'maintaining high levels of performance', 'dealing with performance problems', 'counselling a troubled employee' and 'time management' in intervention a + b. In contrast, for intervention a + b + c, a significant difference in distribution of scores was only found on 'counselling a troubled employee', although the end-line mean scores were higher than their corresponding baseline mean scores in all cases. Similar trends to those in the supervisors' reports are seen in health workers data in terms of more efficient supervision processes, although the increases are not as marked. A number of different indicators were measured to assess the impact of the supportive supervision intervention on the a + b and a + b + c intervention sites. The average frequency of supervision visits and the supervisors' competency levels across the facilities increased in both intervention types. This would suggest that the intervention proved effective in raising awareness of the importance of supervision and this understanding led to action in the form of more supportive supervision.

Supervisors' Perspective on Electronic Logbook System for Postgraduate Medical Residents of CPSP.

PubMed

Gondal, Khalid Masood; Iqbal, Uzma; Ahmed, Arslan; Khan, Junaid Sarfraz

2017-09-01

To find out the perspective of the supervisors about the role of electronic logbook (E-Logbook) of College of Physicians and Surgeons, Pakistan (CPSP) in monitoring the training of postgraduate medical residents of CPSP. Descriptive cross-sectional study. College of Physicians and Surgeons Pakistan (CPSP), Karachi, from May to October 2015. An electronic computer-based questionnaire designed in Hypertext Preprocessor (PHP) language was distributed to the registered CPSPsupervisors through the e-log system. The questionnaire comprised of seven close ended questions. The data were entered and analyzed by SPSS version 20. Descriptive statistics were determined. Atotal of 1,825 supervisors responded to the questionnaire. Fifteen hundred and ninety-eight (87.6%) supervisors gave regular feedback for their trainees, 88.2% considered it a better monitoring tool than conventional logbook, 92.5% responded that e-logbook helped in the regular assessment of the trainees, 87.8% believe that quality of training will improve after introduction of e-logbook, 89.2% found e-logbook useful in implementation of outcome-based learning and 88.4% considered e-logbook user-friendly. The main reasons for not providing regular feedback included the supervisors not familiar to e-logbook interface, internet access problems, and busy schedules of supervisors. There was a wide acceptability of the e-log system among the supervisors with positive perception about its usefulness. The common reasons that hinder the provision of regular feedback include not being familiar to e-log interface, internet access problem, busy schedule and some consider using e-logbook a cumbersome task. These reasons can be alleviated to provide a better training monitoring system for the residents.

Cross-lagged relations between mentoring received from supervisors and employee OCBs: Disentangling causal direction and identifying boundary conditions.

PubMed

Eby, Lillian T; Butts, Marcus M; Hoffman, Brian J; Sauer, Julia B

2015-07-01

Although mentoring has documented relationships with employee attitudes and outcomes of interest to organizations, neither the causal direction nor boundary conditions of the relationship between mentoring and organizational citizenship behaviors (OCBs) has been fully explored. On the basis of Social Learning Theory (SLT; Bandura, 1977, 1986), we predicted that mentoring received by supervisors would causally precede OCBs, rather than employee OCBs resulting in the receipt of more mentoring from supervisors. Results from cross-lagged data collected at 2 points in time from 190 intact supervisor-employee dyads supported our predictions; however, only for OCBs directed at individuals (OCB-Is) and not for OCBs directed at the organization (OCB-Os). Further supporting our theoretical rationale for expecting mentoring to precede OCBs, we found that coworker support operates as a substitute for mentoring in predicting OCB-Is. By contrast, no moderating effects were found for perceived organizational support. The results are discussed in terms of theoretical implications for mentoring and OCB research, as well as practical suggestions for enhancing employee citizenship behaviors. (c) 2015 APA, all rights reserved).

Facilitating the learning process in design-based learning practices: an investigation of teachers' actions in supervising students

NASA Astrophysics Data System (ADS)

Gómez Puente, S. M.; van Eijck, M.; Jochems, W.

2013-11-01

Background: In research on design-based learning (DBL), inadequate attention is paid to the role the teacher plays in supervising students in gathering and applying knowledge to design artifacts, systems, and innovative solutions in higher education. Purpose: In this study, we examine whether teacher actions we previously identified in the DBL literature as important in facilitating learning processes and student supervision are present in current DBL engineering practices. Sample: The sample (N=16) consisted of teachers and supervisors in two engineering study programs at a university of technology: mechanical and electrical engineering. We selected randomly teachers from freshman and second-year bachelor DBL projects responsible for student supervision and assessment. Design and method: Interviews with teachers, and interviews and observations of supervisors were used to examine how supervision and facilitation actions are applied according to the DBL framework. Results: Major findings indicate that formulating questions is the most common practice seen in facilitating learning in open-ended engineering design environments. Furthermore, other DBL actions we expected to see based upon the literature were seldom observed in the coaching practices within these two programs. Conclusions: Professionalization of teachers in supervising students need to include methods to scaffold learning by supporting students in reflecting and in providing formative feedback.

[Analysis of interventions designed to improve clinical supervision of student nurses in Benin].

PubMed

Otti, André; Pirson, Magali; Piette, Danielle; Coppieters T Wallant, Yves

2017-12-05

The absence of an explicit and coherent conception of the articulation between theory and practice in the reform of nursing training in Benin has resulted in poor quality clinical supervision of student nurses. The objective of this article is to analyze two interventions designed to improve the quality of supervision. A student welcome booklet developed by means of a consultative and provocative participatory approach was tested with twelve student nurses versus a control group. Content analysis of the data collected by individual semi-directed interviews and during two focus groups demonstrated the value of this tool. Student nurses were also taught to use to training diaries inspired by the ?experiential learning? Training diaries were analysed using a grid based on the descriptive elements of the five types of Scheepers training diaries (2008). According to the student nurses, the welcome booklet provided them with structured information to be used as a reference during their training and a better understanding of their teachers, and allowed them to situate the resources of the training course with a lower level of stress. Fifty-eight per cent of the training diaries were are mosaics, reflecting the reflective practice and self-regulated learning of student nurses. This activity also promoted metacognitive dialogue with their supervisors. The student welcome booklet appeared to facilitate integration of student nurses into the clinical setting and promoted professional and organizational socialization. The training diary improved the quality of clinical learning by repeated reflective observation of student nurses and helped to maintain permanent communication with the supervisors.

7 CFR 1806.4 - Examining and general servicing of insurance.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., RURAL BUSINESS-COOPERATIVE SERVICE, RURAL UTILITIES SERVICE, AND FARM SERVICE AGENCY, DEPARTMENT OF... property which already has been made, or when the County Supervisor learns that any such transfer has been...

7 CFR 1806.4 - Examining and general servicing of insurance.

Code of Federal Regulations, 2011 CFR

2011-01-01

..., RURAL BUSINESS-COOPERATIVE SERVICE, RURAL UTILITIES SERVICE, AND FARM SERVICE AGENCY, DEPARTMENT OF... property which already has been made, or when the County Supervisor learns that any such transfer has been...

Perceptions of the preparedness of medical graduates for internship responsibilities in district hospitals in Kenya: a qualitative study.

PubMed

Muthaura, Patricia N; Khamis, Tashmin; Ahmed, Mushtaq; Hussain, Syeda Ra'ana

2015-10-21

Aga Khan University is developing its undergraduate medical education curriculum for East Africa. In Kenya, a 1 year internship is mandatory for medical graduates' registration as practitioners. The majority of approved internship training sites are at district hospitals. The purposes of this study were to determine: (1) whether recent Kenyan medical graduates are prepared for their roles as interns in district hospitals upon graduation from medical school; (2) what working and training conditions and social support interns are likely to face in district hospital; and (3) what aspects of the undergraduate curriculum need to be addressed to overcome perceived deficiencies in interns' competencies. Focus group discussions and semi-structured interviews were conducted with current interns and clinical supervisors in seven district hospitals in Kenya. Perceptions of both interns and supervisors regarding interns' responsibilities and skills, working conditions at district hospitals, and improvements required in medical education were obtained. Findings included agreement across informants on deficiencies in interns' practical skills and experience of managing clinical challenges. Supervisors were generally critical regarding interns' competencies, whereas interns were more specific about their weaknesses. Supervisor expectations were higher in relation to surgical procedures than those of interns. There was agreement on the limited learning, clinical facilities and social support available at district hospitals including, according to interns, inadequate supervision. Supervisors felt they provided adequate supervision and that interns lacked the ability to initiate communication with them. Both groups indicated transition challenges from medical school to medical practice attributable to inadequate practical experience. They indicated the need for more direct patient care responsibilities and clinical experience at a district hospital during undergraduate training. Perception of medical graduates' unpreparedness seemed to stem from a failure to implement the apprenticeship model of learning in medical school and lack of prior exposure to district hospitals. These findings will inform curriculum development to meet stakeholder requirements, improve the quality of graduates, and increase satisfaction with transition to practice.

Work-based learning experiences help students with disabilities transition to careers: a case study of University of Washington projects.

PubMed

Bellman, Scott; Burgstahler, Sheryl; Ladner, Richard

2014-01-01

This case study describes evidence-based practices employed by a collection of University of Washington projects that engage high school and postsecondary students with disabilities in work-based learning experiences such as industry and research internships, career development activities, job shadows, field trips, and mock interviews. The purpose of the article is two-fold. First, authors share best practices with others who wish to increase the participation of students with disabilities in work-based learning and thereby contribute to their academic and career success. The article discusses methods used to recruit students, employers and mentors, match students with specific opportunities, and prepare students for success. Second, authors share outcomes from studies regarding participation in these work-based learning opportunities, which include increased employment success, motivation to work toward a career, knowledge about careers and the workplace, job-related skills, ability to work with supervisors and coworkers, skills in self-advocating for accommodations, and perceived career options.

An Expert Supervisor For A Robotic Work Cell

NASA Astrophysics Data System (ADS)

Moed, M. C.; Kelley, R. B.

1988-02-01

To increase task flexibility in a robotic assembly environment, a hierarchical planning and execution system is being developed which will map user specified 3D part assembly tasks into various target robotic work cells, and execute these tasks efficiently using manipulators and sensors available in the work cell. One level of this hierarchy, the Supervisor, is responsible for assigning subtasks of a system generated Task Plan to a set of task specific Specialists and on-line coordination of the activity of these Specialists to accomplish the user specified assembly. The design of the Supervisor can be broken down into five major functional blocks: resource management; concurrency detection; task scheduling; error recovery; and interprocess communication. The Supervisor implementation has been completed on a VAX 11/750 under a Unix environment. PC card Pick-Insert experiments were performed to test this implementation. To test the robustness of the architecture, the Supervisor was then transported to a new work cell under a VMS environment. The experiments performed under Supervisor control in both implementations are discussed after a brief explanation of the functional blocks of the Supervisor and the other levels in the hierarchy.

Variation in Clinical Placement Supervisors' Conceptions of and Approaches to Supervision in a Veterinary Internship Programme

ERIC Educational Resources Information Center

van Gelderen, Ingrid; Matthew, Susan M.; Hendry, Graham D.; Taylor, Rosanne

2018-01-01

Good teaching that supports final year students' learning in clinical placements is critical for students' successful transition from an academic environment to professional practice. Final year internship programmes are designed to encourage student-centred approaches to teaching and deep approaches to learning, but the extent to which clinical…

Working in a Hose Building Factory. Youth Training Scheme. Core Exemplar Work Based Project.

ERIC Educational Resources Information Center

Further Education Staff Coll., Blagdon (England).

This trainer's guide is intended to assist supervisors of work-based career training projects in helping students learn about the operations of a marine hose factory, requisition supplies, rewarp nylon binders, determine the cost of material depreciation, communicate with coworkers, and learn about health and safety procedures. Though specific to…

Work Engagement: Antecedents, the Mediating Role of Learning Goal Orientation and Job Performance

ERIC Educational Resources Information Center

Chughtai, Aamir Ali; Buckley, Finian

2011-01-01

Purpose: The present paper aims to explore the effects of state (trust in supervisor) and trait (trust propensity) trust on employees' work engagement. Furthermore, it seeks to investigate the mediating role of learning goal orientation in the relationship between work engagement and two forms of performance: in-role job performance and innovative…

"Tough Love and Tears": Learning Doctoral Writing in the Sciences

ERIC Educational Resources Information Center

Aitchison, Claire; Catterall, Janice; Ross, Pauline; Burgin, Shelley

2012-01-01

Contemporary changes to the doctorate mean student researchers are likely to be expected to write differently, write more and more often, and yet, despite a growing interest in doctoral education, we still know relatively little about the teaching and learning practices of students and supervisors vis-a-vis doctoral writing. This paper draws from…

Industrial Relations in Action. Supervising: Industrial Relations. The Choice Series #85. A Self Learning Opportunity.

ERIC Educational Resources Information Center

Stirling, John

This student guide is intended to assist persons employed as supervisors in learning the principles of industrial relations. Discussed in the first eight sections are the following topics: the nature and scope of industrial relations, management organizations and employers' associations, unions, the rights and roles of union representatives, the…

Stories Return Personal Narrative Ways of Knowing to the Professional Development of Doctoral Supervisors

ERIC Educational Resources Information Center

McCormack, Coralie

2009-01-01

Storytellers have always known that there is more to a story than "just a good yarn". It is through stories that individuals construct and reconstruct their sense of self as they learn "to be" in the world. Learning through stories is common across a number of professional contexts. However, storied approaches are…

Big Bucks or Big Problems: The Implications of the Franchise Learning Centers for Reading Professionals.

ERIC Educational Resources Information Center

Stahl, Norman A.

1987-01-01

Because the mass marketing of educational support services through franchised reading clinics is growing on a daily basis, both reading specialists and reading supervisors need to become aware of the growth of this industry and of its implications for the educational system. Primary forces in the franchising movement, Sylvan Learning Corporation,…

Report: EPA Managers Did Not Hold Supervisors and Project Officers Accountable for Grants Management

EPA Pesticide Factsheets

Report #2005-P-00027, September 27, 2005. Managers did not sufficiently hold supervisors and project officers accountable for grants management because there is no process to measure most grants management activity.

Supporting culturally and linguistically diverse students during clinical placement: strategies from both sides of the table.

PubMed

O'Reilly, Sharleen L; Milner, Julia

2015-10-15

Increasing proportions of Culturally and Linguistically Diverse (CALD) students within health professional courses at universities creates challenges in delivering inclusive training and education. Clinical placements are a core component of most health care degrees as they allow for applied learning opportunities. A research gap has been identified in regard to understanding challenges and strategies for CALD students in health professional placements. A key stakeholder approach was used to examine barriers and enablers experienced by CALD students in clinical placement. Semi-structured focus groups with healthcare students (n = 13) and clinical placement supervisors (n = 12) were employed. The focus groups were analysed using open coding and thematic analysis. Three main barrier areas were identified: placement planning and preparation; teaching, assessment and feedback; and cultural and language issues. Potential solutions included addressing placement planning and preparation barriers, appropriate student placement preparation, pre-placement identification of higher risk CALD students, and diversity training for supervisors. For the barrier of teaching, assessment & feedback, addressing strategies were to: adapt student caseloads, encourage regular casual supervisor-student conversations, develop supportive placement delivery modes and structures, set expectations early, model the constructive feedback process, use visual aids, and tailor the learning environment to individual student needs. The enablers for cultural & language issues were to: build language and practical approaches for communication, raise awareness of the healthcare system (how it interacts with healthcare professions and how patients access it), and initiate mentoring programs. The findings suggest that teaching and learning strategies should be student-centred, aiming to promote awareness of difference and its impacts then develop appropriate responses by both student and teacher. Universities and partnering agencies, such as clinical training providers, need to provide an inclusive learning environment for students from multiple cultural backgrounds.

Perceptions of medical graduates and their workplace supervisors towards a medical school clinical audit program

PubMed Central

O'Ferrall, Ilse; Hoare, Samuel; Caroline, Bulsara; Mak, Donna B.

2017-01-01

Objectives This study explores how medical graduates and their workplace supervisors perceive the value of a structured clinical audit program (CAP) undertaken during medical school. Methods Medical students at the University of Notre Dame Fremantle complete a structured clinical audit program in their final year of medical school.  Semi-structured interviews were conducted with 12 Notre Dame graduates (who had all completed the CAP), and seven workplace supervisors (quality and safety staff and clinical supervisors).  Purposeful sampling was used to recruit participants and data were analysed using thematic analysis. Results Both graduates and workplace supervisors perceived the CAP to be valuable. A major theme was that the CAP made a contribution to individual graduate’s medical practice, including improved knowledge in some areas of patient care as well as awareness of healthcare systems issues and preparedness to undertake scientifically rigorous quality improvement activities. Graduates perceived that as a result of the CAP, they were confident in undertaking a clinical audit after graduation.  Workplace supervisors perceived the value of the CAP beyond an educational experience and felt that the audits undertaken by students improved quality and safety of patient care. Conclusions It is vital that health professionals, including medical graduates, be able to carry out quality and safety activities in the workplace. This study provides evidence that completing a structured clinical audit during medical school prepares graduates to undertake quality and safety activities upon workplace entry. Other health professional faculties may be interested in incorporating a similar program in their curricula.  PMID:28692425

General Practitioner (GP) trainees' experience of a '1-h protected supervision model' given during psychiatry placements in the United Kingdom.

PubMed

Thomas, Gareth; McNeill, Helen

2018-01-05

Background A '1-hour protected supervision model' is well established for Psychiatry trainees. This model is also extended to GP trainees who are on placement in psychiatry. To explore the experiences of the '1-hour protected supervision model' for GP trainees in psychiatry placements in the UK. Methods Using a mixed methods approach, an anonymous online questionnaire was sent to GP trainees in the North West of England who had completed a placement in Psychiatry between February and August 2015. Results Discussing clinical cases whilst using the e-portfolio was the most useful learning event in this model. Patient care can potentially improve if a positive relationship develops between trainee/supervisor, which is impacted by the knowledge of this model at the start of the placement. Trainees found that clinical pressures were impacting on the occurrence of supervision. Conclusion The model works best when both GP trainees and their supervisors understand the model. The most frequently used and educationally beneficial aspect for GP trainees in psychiatry is the exploration of clinical cases using the learning portfolio as an educational tool. For effective delivery of this model of supervision, organisations must reflect on the balance between service delivery and allowing the supervisor and trainee adequate time for it to occur.

The Missing Ingredients in Reflective Supervision: Helping Staff Members Learn about and Fully Participate in the Supervisory Process

ERIC Educational Resources Information Center

Heffron, Mary Claire; Murch, Trudi

2018-01-01

Successful implementation of a reflective supervision (RS) model in an agency or system requires careful attention to the learning needs of supervisees. Although supervisors and managers typically receive orientation and training to help them understand and implement RS, their staff rarely do. In this article, the authors explore supervisees'…

Scaffolding the Learning-To-Teach Process: A Study in an EFL Teacher Education Programme in Argentina

ERIC Educational Resources Information Center

San Martín, María Gimena

2018-01-01

This study seeks to examine how a supervisor scaffolds the student-teachers' learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the…

Nurse supervisors' actions in relation to their decision-making style and ethical approach to clinical supervision.

PubMed

Berggren, Ingela; Severinsson, Elisabeth

2003-03-01

The aim of the study was to explore the decision-making style and ethical approach of nurse supervisors by focusing on their priorities and interventions in the supervision process. Clinical supervision promotes ethical awareness and behaviour in the nursing profession. A focus group comprised of four clinical nurse supervisors with considerable experience was studied using qualitative hermeneutic content analysis. The essence of the nurse supervisors' decision-making style is deliberations and priorities. The nurse supervisors' willingness, preparedness, knowledge and awareness constitute and form their way of creating a relationship. The nurse supervisors' ethical approach focused on patient situations and ethical principles. The core components of nursing supervision interventions, as demonstrated in supervision sessions, are: guilt, reconciliation, integrity, responsibility, conscience and challenge. The nurse supervisors' interventions involved sharing knowledge and values with the supervisees and recognizing them as nurses and human beings. Nurse supervisors frequently reflected upon the ethical principle of autonomy and the concept and substance of integrity. The nurse supervisors used an ethical approach that focused on caring situations in order to enhance the provision of patient care. They acted as role models, shared nursing knowledge and ethical codes, and focused on patient related situations. This type of decision-making can strengthen the supervisees' professional identity. The clinical nurse supervisors in the study were experienced and used evaluation decisions as their form of clinical decision-making activity. The findings underline the need for further research and greater knowledge in order to improve the understanding of the ethical approach to supervision.

Assessment of an Australian medical internship.

PubMed

Dally, P; Ewan, C; Pitney, W R

1984-05-01

The work patterns of interns were observed, recorded and analysed into categories descriptive of service and training functions. As would be expected, the service component predominated, while only 7-13% of interns' time could be identified as educative. Interns make little use of formal postgraduate educational sessions and visit the library rarely. They acquire the necessary clinical skills and attitudes to fit them for future practice largely by osmosis and from discussions with residents and registrars. Consultants play only a small role in their education . Non-formal education, which is acquired as part of the service function, has the most potential for effective training. Its unsystematic character, however, may present a problem for both interns and their supervisors since neither may have a comprehensive view of what requires to be learned or what progress is being made. There is a need for interns and their supervisors to identify the learning objectives and experiences which they should attain during each term.

Music therapy internship supervisors and preinternship students: a comparative analysis of questionnaires.

PubMed

Knight, Andrew J

2008-01-01

The purpose of this study was to compare perceptions of professional competency between preinternship music therapy students and internship supervisors. Preinternship music therapy students and internship supervisors were asked to fill out the Internship Concerns Questionnaire (ICQ-ST, student; ICQ-SU, supervisor). Participants (N = 106) included 85 students at 16 AMTA-approved universities (n = 85), and 21 internship supervisors at active AMTA national roster internship sites (n = 21). Twenty items on the ICQ were rated on a Likert-type scale, and 1 item (Part B) asked the participant to indicate any other concerns not addressed in the ICQ. Music therapy interns and supervisors differed significantly in their mean ratings on 2 of the 20 items: "Communicating with facility staff" (p = .025) and "Maintaining client confidence" (p = .016). In both cases the student interns reported a significantly lower mean level of concern about getting assistance in these areas than did their supervisors. The present study suggests that music therapy educators may better prepare music therapy students for a successful internship by evaluating the perceptual gaps in professional training expectations between students and supervisors prior to the internship. Internship supervisors may also benefit from student's own perceptions of their knowledge and skills upon beginning the internship. Ultimately, the student is responsible for being prepared to begin the process from intern to beginning professional at the start of the internship, and to commit to gaining as much as possible from the combination of academic and clinical experiences available to them.

Postgraduate Education for Nurses: The Middlesex Model.

ERIC Educational Resources Information Center

Caldwell, Kay

2001-01-01

A British university's curriculum model for master's and postgraduate diploma nursing education is characterized by structured collaboration among students, clinical mentors, and academic supervisors. A professional development portfolio individualizes the program and facilitates autonomous learning. (Contains 21 references.) (SK)

Self-development of visual space perception by learning from the hand

NASA Astrophysics Data System (ADS)

Chung, Jae-Moon; Ohnishi, Noboru

1998-10-01

Animals have been considered to develop ability for interpreting images captured on their retina by themselves gradually from their birth. For this they do not need external supervisor. We think that the visual function is obtained together with the development of hand reaching and grasping operations which are executed by active interaction with environment. On the viewpoint of hand teaches eye, this paper shows how visual space perception is developed in a simulated robot. The robot has simplified human-like structure used for hand-eye coordination. From the experimental results it may be possible to validate the method to describe how visual space perception of biological systems is developed. In addition the description gives a way to self-calibrate the vision of intelligent robot based on learn by doing manner without external supervision.

Making Training Stick: A Close Examination of How Trainee Readiness, Supervisor Support, and Practice Foster Transfer in a Mobile Technology-Based Training Program

ERIC Educational Resources Information Center

Putter, Stefanie E.

2013-01-01

Although today's organizations are investing copious amounts of time, money, and resources on employee learning and development, trainees often fail to apply their learning and skills on the job, bringing into question the true value of organizational training. In an attempt to improve understanding of the key individual and organizational…

From Cure to Care: Assessing the Ethical and Professional Learning Needs of Medical Learners in a Care-Based Facility

ERIC Educational Resources Information Center

Hall, Pippa; O'Reilly, Jane; Dojeiji, Sue; Blair, Richard; Harley, Anne

2009-01-01

The purpose of this study was to assess the ethical and professional learning needs of medical trainees on clinical placements at a care-based facility, as they shifted from acute care to care-based philosophy. Using qualitative data analysis and grounded theory techniques, 12 medical learners and five clinical supervisors were interviewed. Five…

Developing psychotherapists’ competence through clinical supervision: protocol for a qualitative study of supervisory dyads

PubMed Central

2013-01-01

Background Mental health professionals face unique demands and stressors in their work, resulting in high rates of burnout and distress. Clinical supervision is a widely adopted and valued mechanism of professional support, development, and accountability, despite the very limited evidence of specific impacts on therapist or client outcomes. The current study aims to address this by exploring how psychotherapists develop competence through clinical supervision and what impact this has on the supervisees’ practice and their clients’ outcomes. This paper provides a rationale for the study and describes the protocol for an in-depth qualitative study of supervisory dyads, highlighting how it addresses gaps in the literature. Methods/Design The study of 16–20 supervisor-supervisee dyads uses a qualitative mixed method design, with two phases. In phase one, supervisors who are nominated as expert by their peers are interviewed about their supervision practice. In phase two, supervisors record a supervision session with a consenting supervisee; interpersonal process recall interviews are conducted separately with supervisor and supervisee to reflect in depth on the teaching and learning processes occurring. All interviews will be transcribed, coded and analysed to identify the processes that build competence, using a modified form of Consensual Qualitative Research (CQR) strategies. Using a theory-building case study method, data from both phases of the study will be integrated to develop a model describing the processes that build competence and support wellbeing in practising psychotherapists, reflecting the accumulated wisdom of the expert supervisors. Discussion The study addresses past study limitations by examining expert supervisors and their supervisory interactions, by reflecting on actual supervision sessions, and by using dyadic analysis of the supervisory pairs. The study findings will inform the development of future supervision training and practice and identify fruitful avenues for future research. PMID:23298408

Developing psychotherapists' competence through clinical supervision: protocol for a qualitative study of supervisory dyads.

PubMed

Schofield, Margot J; Grant, Jan

2013-01-08

Mental health professionals face unique demands and stressors in their work, resulting in high rates of burnout and distress. Clinical supervision is a widely adopted and valued mechanism of professional support, development, and accountability, despite the very limited evidence of specific impacts on therapist or client outcomes. The current study aims to address this by exploring how psychotherapists develop competence through clinical supervision and what impact this has on the supervisees' practice and their clients' outcomes. This paper provides a rationale for the study and describes the protocol for an in-depth qualitative study of supervisory dyads, highlighting how it addresses gaps in the literature. The study of 16-20 supervisor-supervisee dyads uses a qualitative mixed method design, with two phases. In phase one, supervisors who are nominated as expert by their peers are interviewed about their supervision practice. In phase two, supervisors record a supervision session with a consenting supervisee; interpersonal process recall interviews are conducted separately with supervisor and supervisee to reflect in depth on the teaching and learning processes occurring. All interviews will be transcribed, coded and analysed to identify the processes that build competence, using a modified form of Consensual Qualitative Research (CQR) strategies. Using a theory-building case study method, data from both phases of the study will be integrated to develop a model describing the processes that build competence and support wellbeing in practising psychotherapists, reflecting the accumulated wisdom of the expert supervisors. The study addresses past study limitations by examining expert supervisors and their supervisory interactions, by reflecting on actual supervision sessions, and by using dyadic analysis of the supervisory pairs. The study findings will inform the development of future supervision training and practice and identify fruitful avenues for future research.

Supervisor Involvement and Professional Development Needs Associated with SAE Programming and Safety

ERIC Educational Resources Information Center

Lawver, Rebecca G.; Pate, Michael L.; Sorensen, Tyson J.

2016-01-01

This descriptive survey research study sought to gather evidence of school-based agriculture teachers' perceptions of community supervisor involvement with supervision and planning of students' Supervised Agricultural Experience (SAE) work activities and safety training professional development needs. Responding teachers indicated they agreed to…

"Moving Up to Supervision."

ERIC Educational Resources Information Center

Broadwell, Martin M.

1979-01-01

Article is based on a book designed to teach prospective supervisors skills such as delegating, communicating, appraising and training. Probes facets of delegating: (1) reasons for delegating, (2) authority, responsibility, and accountability in delegating, (3) hazards of delegation, and (4) learning to delegate. (CSS)

Qualitative Research Practice in Adult Education.

ERIC Educational Resources Information Center

Willis, Peter, Ed.; Neville, Bernie, Ed.

This collection of 20 papers is aimed at researchers, research students, and research supervisors interested in qualitative research into facilitated adult learning in the workplace, formal education programs, professional development, and community settings. "Introduction" (Willis) provides a summary of the papers. "Qualitative…

Role of Headmasters, Teachers, and Supervisors in Knowledge Transfer about Occupational Health and Safety to Pupils in Vocational Education.

PubMed

Andersson, Ing-Marie; Gunnarsson, Kristina; Rosèn, Gunnar

2015-12-01

Young people are at an increased risk for illness in working life. The authorities stipulate certain goals for training in occupational health and safety (OHS) in vocational schools. A previous study concluded that pupils in vocational education had limited knowledge in the prevention of health risks at work. The aim of the current study, therefore, was to study how OHS training is organized in school and in workplace-based learning (WPL). The study design featured a qualitative approach, which included interviews with 12 headmasters, 20 teachers, and 20 supervisors at companies in which the pupils had their WPL. The study was conducted at 10 upper secondary schools, located in Central Sweden, that were graduating pupils in four vocational programs. The interviews with headmasters, teachers, and supervisors indicate a staggered picture of how pupils are prepared for safe work. The headmasters generally give teachers the responsibility for how goals should be reached. Teaching is very much based on risk factors that are present in the workshops and on teachers' own experiences and knowledge. The teaching during WPL also lacks the systematic training in OHS as well as in the traditional classroom environment. Teachers and supervisors did not plan the training in OHS in accordance with the provisions of systematic work environment management. Instead, the teachers based the training on their own experiences. Most of the supervisors did not receive information from the schools as to what should be included when introducing OHS issues in WPL.

Enabling Critical Reflection on Research Supervisory Practice

ERIC Educational Resources Information Center

Pearson, Margot; Kayrooz, Carole

2004-01-01

This paper describes the development of an instrument--The Reflective Supervisor Questionnaire (RSQ). The RSQ maps the domain of research supervisory practice as a facilitative process involving educational tasks and activities. It is designed to assist research supervisors explore, by means of self-reflection and reflection on feedback from…

The Changing Roles of Arts Leadership

ERIC Educational Resources Information Center

Rushlow, Bonnie B., Ed.

2005-01-01

The role and expectations of the arts supervisor and administrator have expanded beyond managing personnel and programmatic activities to informing policy decisions. Legislation such as The No Child Left Behind Act, signed by President Bush in 2002, exacerbated this paradigm shift. Thus, the role of arts supervisors and administrators as leaders…

Crisis management systems: staff nurses demand more support from their supervisors.

PubMed

Tzeng, Huey-Ming; Yin, Chang-Yi

2008-08-01

This study illustrates the contributions of the necessity, comprehensiveness, and difference (between necessity and comprehensiveness) levels of crisis management systems to participants' general satisfaction with their working institutions' nursing-related crisis management activities. Crisis management systems include strategic, technical/structural, assessment, public communication, and psychological/cultural aspects. An effective institutional crisis management system might help to decrease the number of incidents related to medical disputes or to prevent a crisis from worsening and becoming disastrous. A cross-sectional survey was administered during a nursing conference held in Taipei, Taiwan, on June 27, 2005. Two hundred ninety questionnaires were distributed, and 121 were retrieved (response rate, 41.7%; nursing administrators and staff). Univariate and multivariate analyses were performed. Ordinal logistic regression analyses show that being a public hospital managed by the government and having more difference on the strategic aspect between the necessity and comprehensiveness levels contribute to lower satisfaction with nursing-related crisis management activities (Nagelkerke R(2) = .441). In addition, staff nurses perceive higher necessity levels on all five aspects compared to nursing administrators. This study provides important insights into how the policies and activities of a medical institution's crisis management system can be prioritized and implemented. It is also important for students in nursing programs and for currently employed nurses to learn how to manage disputes related to nursing practice, so that early resolution can be achieved and crises can be avoided. These results suggest that staff nurses demand more support from their supervisors.

Supervision and Administration: Programs, Positions, Perspectives.

ERIC Educational Resources Information Center

Mills, E. Andrew, Ed.

This anthology is a collection of 17 articles by arts supervisors and administrators. The authors discuss both specific and general aspects of art education program supervision. Topics include staff development, evaluation of art learning, integrating community cultural resources, establishing elementary art specialists, coordinating multiple arts…

Program Revitalization Needs Leadership from the Top

ERIC Educational Resources Information Center

Corey, Mary Louise

1974-01-01

The advent of computer technology has necessitated the revision of bookkeeping and accounting programs. Responsibility for leadership in authorizing the revision and providing the opportunities for teachers to learn automated data processing techniques rests with State and local supervisors of business education programs. (AG)

Interprofessional supervision in an intercultural context: a qualitative study.

PubMed

Chipchase, Lucy; Allen, Shelley; Eley, Diann; McAllister, Lindy; Strong, Jenny

2012-11-01

Our understanding of the qualities and value of clinical supervision is based on uniprofessional clinical education models. There is little research regarding the role and qualities needed in the supervisor role for supporting interprofessional placements. This paper reports the views and perceptions of medical and allied heath students and supervisors on the characteristics of clinical supervision in an interprofessional, international context. A qualitative case study was used involving semi-structured interviews of eight health professional students and four clinical supervisors before and after an interprofessional, international clinical placement. Our findings suggest that supervision from educators whose profession differs from that of the students can be a beneficial and rewarding experience leading to the use of alternative learning strategies. Although all participants valued interprofessional supervision, there was agreement that profession-specific supervision was required throughout the placement. Further research is required to understand this view as interprofessional education aims to prepare graduates for collaborative practice where they may work in teams supervised by staff whose profession may differ from their own.

Audit and feedback by medical students to improve the preventive care practices of general practice supervisors.

PubMed

Gilkes, Lucy A; Liira, Helena; Emery, Jon

Medical students benefit from their contact with clinicians and patients in the clinical setting. However, little is known about whether patients and clinicians also benefit from medical students. We developed an audit and feedback intervention activity to be delivered by medical students to their general practice supervisors. We tested whether the repeated cycle of audit had an effect on the preventive care practices of general practitioners (GPs). The students performed an audit on topics of preventive medicine and gave feedback to their supervisors. Each supervisor in the study had more than one student performing the audit over the academic year. After repetitive cycles of audit and feedback, the recording of social history items by GPs improved. For example, recording alcohol history increased from 24% to 36%. This study shows that medical students can be effective auditors, and their repeated audits may improve their general practice supervisors' recording of some aspects of social history.

Integrated Planning for Telepresence With Time Delays

NASA Technical Reports Server (NTRS)

Johnston, Mark; Rabe, Kenneth

2009-01-01

A conceptual "intelligent assistant" and an artificial-intelligence computer program that implements the intelligent assistant have been developed to improve control exerted by a human supervisor over a robot that is so distant that communication between the human and the robot involves significant signal-propagation delays. The goal of the effort is not only to help the human supervisor monitor and control the state of the robot, but also to improve the efficiency of the robot by allowing the supervisor to "work ahead". The intelligent assistant is an integrated combination of an artificial-intelligence planner and a monitor of states of both the human supervisor and the remote robot. The novelty of the system lies in the way it uses the planner to reason about the states at both ends of the time delay. The purpose served by the assistant is to provide advice to the human supervisor about current and future activities, derived from a sequence of high-level goals to be achieved.

Employers' Perceptions of Intimate Partner Violence among a Diverse Workforce.

PubMed

Samuel, Laura J; Tudor, Carrie; Weinstein, Marc; Moss, Helen; Glass, Nancy

2011-09-01

Intimate partner violence (IPV) is a significant global public health concern, affecting 5.3 million US individuals annually. An estimated 1 in 3 women globally are abused by an intimate partner in their lifetime, and the effects carry over into the workplace. This article examines employers' perceptions of IPV in the workplace, targeting supervisors of Latina employees. Fourteen employers and supervisors of small service-sector companies in Oregon were interviewed using semi-structured interviews. Interpretive description was used to identify themes. These qualitative interviews preceded and helped to formulate a larger workplace intervention study. THE FOLLOWING THEMES WERE FOUND AND ARE DETAILED: (1) factors associated with recognizing IPV in the workplace, (2) effects of IPV on the work environment and (3) supervisors' responses to IPV-active vs. passive involvement. Also, supervisors' suggestions for addressing IPV in the workplace are summarized. These findings demonstrate the need for more IPV-related resources in the workplace to be available to supervisors as well as survivors and their coworkers. The needs of supervisors and workplaces vary by site, demonstrating the need for tailored interventions, and culturally appropriate workplace interventions are needed for Latinas and other racially and ethnically diverse populations.

Employers' Perceptions of Intimate Partner Violence among a Diverse Workforce

PubMed Central

Tudor, Carrie; Weinstein, Marc; Moss, Helen; Glass, Nancy

2011-01-01

Objectives Intimate partner violence (IPV) is a significant global public health concern, affecting 5.3 million US individuals annually. An estimated 1 in 3 women globally are abused by an intimate partner in their lifetime, and the effects carry over into the workplace. This article examines employers' perceptions of IPV in the workplace, targeting supervisors of Latina employees. Methods Fourteen employers and supervisors of small service-sector companies in Oregon were interviewed using semi-structured interviews. Interpretive description was used to identify themes. These qualitative interviews preceded and helped to formulate a larger workplace intervention study. Results The following themes were found and are detailed: (1) factors associated with recognizing IPV in the workplace, (2) effects of IPV on the work environment and (3) supervisors' responses to IPV-active vs. passive involvement. Also, supervisors' suggestions for addressing IPV in the workplace are summarized. Conclusion These findings demonstrate the need for more IPV-related resources in the workplace to be available to supervisors as well as survivors and their coworkers. The needs of supervisors and workplaces vary by site, demonstrating the need for tailored interventions, and culturally appropriate workplace interventions are needed for Latinas and other racially and ethnically diverse populations. PMID:22953209

Effective and ineffective supervision in postgraduate dental education: a qualitative study.

PubMed

Subramanian, J; Anderson, V R; Morgaine, K C; Thomson, W M

2013-02-01

Research suggests that students' perceptions should be considered in any discussion of their education, but there has been no systematic examination of New Zealand postgraduate dental students' learning experiences. This study aimed to obtain in-depth qualitative insights into student and graduate perceptions of effective and ineffective learning in postgraduate dental education. Data were collected in 2010 using semi-structured individual interviews. Participants included final-year students and graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe atleast one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. Broad themes which emerged included supervisory approaches, characteristics of the learning process, and the physical learning environment. This paper considers students' and graduates' perceptions of postgraduate supervision in dentistry as it promotes or precludes effective learning. Effective learning was associated by participants with approachable and supportive supervisory practices, and technique demonstrations accompanied by explicit explanations. Ineffective learning was associated with minimal supervisor demonstrations and guidance (particularly when beginning postgraduate study), and aggressive, discriminatory and/or culturally insensitive supervisory approaches. Participants' responses provided rich, in-depth insights into their reflections and understandings of effective and ineffective approaches to supervision as it influenced their learning in the clinical and research settings. These findings provide a starting point for the development of curriculum and supervisory practices, enhancement of supervisory and mentoring approaches, and the design of continuing education programmes for supervisors at an institutional level. Additionally, these findings might also stimulate topics for reflection and discussion amongst dental educators and administrators more broadly. © 2012 John Wiley & Sons A/S.

Client-Centered Supervision and Evaluation of Teachers.

ERIC Educational Resources Information Center

Schwartz, Libby Zinman

1978-01-01

Client-centered supervision is a personal participatory, and developmental approach, which finds its roots in the "third force" psychology of Carl Rogers. It requires a supervisor of sensitivity and humanistic orientation. Teacher evaluation criteria under this system focus on three areas: learning climate, program content, and…

Leadership and Followership

ERIC Educational Resources Information Center

Frew, David R.

1977-01-01

Describes the Leadership and Followership Style Test, which resulted from diverse areas of management theory (including the question of autocratic versus democratic styles of leadership). In the form of a questionnaire, it has become a valuable training and learning device for supervisors to isolate their particular styles and approaches to…

OSCE-based Clinical Skill Education for Physical and Occupational Therapists

PubMed Central

Sakurai, Hiroaki; Kanada, Yoshikiyo; Sugiura, Yoshito; Motoya, Ikuo; Wada, Yosuke; Yamada, Masayuki; Tomita, Masao; Tanabe, Shigeo; Teranishi, Toshio; Tsujimura, Toru; Sawa, Syunji; Okanishi, Tetsuo

2014-01-01

[Purpose] The aim of this study was to examine the applicability of the Objective Structured Clinical Examination (OSCE) to postgraduate education systems for novice and mid-career therapists in workplaces. [Subjects] Physical and occupational therapists with 1 to 5 years of clinical experience took the OSCE to assess their learning, with a physical or occupational therapy faculty member and a clinical supervisor as examiners. Another clinical supervisor acted as a simulated patient. [Methods] A Wilcoxon signed-rank test was performed to compare skills between before and after OSCE-based learning, and a Mann-Whitney U test was used to compare them between therapists with 1 to 2 years (novice) and 3 to 5 years (mid-career) of clinical experience. [Results] While no experience-related differences were observed in behavioral aspects, mid-career therapists exhibited markedly higher scores compared with novices in technical aspects, such as skills to guide patients for standing up, transfer, and dressing. [Conclusion] The OSCE may be sufficiently applicable to postgraduate education systems in workplaces. PMID:25276021

Does power distance exacerbate or mitigate the effects of abusive supervision? It depends on the outcome.

PubMed

Lian, Huiwen; Ferris, D Lance; Brown, Douglas J

2012-01-01

We predicted that the effects of abusive supervision are likely to be moderated by subordinate power distance orientation and that the nature of the moderating effect will depend on the outcome. Drawing upon work suggesting that high power distance orientation subordinates are more tolerant of supervisory mistreatment, we posited that high power distance orientation subordinates would be less likely to view abusive supervision as interpersonally unfair. Drawing upon social learning theory suggestions that high power distance orientation subordinates are more likely to view supervisors as role models, we posited that high power distance orientation subordinates would be more likely to pattern their own interpersonally deviant behavior after that of abusive supervisors. Across 3 samples we found support for our predicted interactions, culminating in a mediated moderation model demonstrating that social learning mediates the interaction of abusive supervision and power distance on subordinate interpersonal deviance, while ruling out alternate self-regulation impairment or displaced aggression explanations. Implications for the abusive supervision literature are discussed.

Web-based faculty development: e-learning for clinical teachers in the London Deanery.

PubMed

McKimm, Judy; Swanwick, Tim

2010-03-01

the London Deanery has provided a web-based resource for supporting the educational development needs of clinical teachers since 2002. This forms part of a range of resources supporting the professional development of clinical teachers and postgraduate supervisors. Following a review in 2007, the deanery commissioned a series of new e-learning modules designed as an introduction to clinical teaching. the deanery's faculty development initiatives are one response to requirements of the Postgraduate Medical Education and Training Board (PMETB), other policy drivers, workforce demands and service changes. Increasingly, doctors are required to provide an educational portfolio of evidence, and satisfy the teaching and training component of Good Medical Practice in revalidation or recertification. 'E-learning for clinical teachers' comprises 16 short, open-access, free-standing modules. The modules are built around a unifying structure, and cover core topics in clinical teaching: feedback; supervision; workplace-based learning; assessment; diversity and equal opportunities; career development; appraisal; lecturing; small group teaching; interprofessional education; and setting learning objectives. The modules can be used as a complementary resource to award-bearing programmes. On completion of a module, a certificate can be printed out for the teacher's portfolio. reflective practice and engagement with an individual's teaching practice is encouraged through self-assessment and a reflective log. The open-access, web-based format enables engagement with the material to suit a doctor's working and learning patterns, and is a valuable adjunct to other forms of learning. The site has been accessed by over 64000 health professionals (including students, trainees, qualified professionals, supervisors and staff developers) from 155 countries. Blackwell Publishing Ltd 2010.

Authentic early experience in Medical Education: a socio-cultural analysis identifying important variables in learning interactions within workplaces.

PubMed

Yardley, Sarah; Brosnan, Caragh; Richardson, Jane; Hays, Richard

2013-12-01

This paper addresses the question 'what are the variables influencing social interactions and learning during Authentic Early Experience (AEE)?' AEE is a complex educational intervention for new medical students. Following critique of the existing literature, multiple qualitative methods were used to create a study framework conceptually orientated to a socio-cultural perspective. Study participants were recruited from three groups at one UK medical school: students, workplace supervisors, and medical school faculty. A series of intersecting spectra identified in the data describe dyadic variables that make explicit the parameters within which social interactions are conducted in this setting. Four of the spectra describe social processes related to being in workplaces and developing the ability to manage interactions during authentic early experiences. These are: (1) legitimacy expressed through invited participation or exclusion; (2) finding a role-a spectrum from student identity to doctor mindset; (3) personal perspectives and discomfort in transition from lay to medical; and, (4) taking responsibility for 'risk'-moving from aversion to management through graded progression of responsibility. Four further spectra describe educational consequences of social interactions. These spectra identify how the reality of learning is shaped through social interactions and are (1) generic-specific objectives, (2) parallel-integrated-learning, (3) context specific-transferable learning and (4) performing or simulating-reality. Attention to these variables is important if educators are to maximise constructive learning from AEE. Application of each of the spectra could assist workplace supervisors to maximise the positive learning potential of specific workplaces.

Feedback in formative OSCEs: comparison between direct observation and video-based formats

PubMed Central

Junod Perron, Noëlle; Louis-Simonet, Martine; Cerutti, Bernard; Pfarrwaller, Eva; Sommer, Johanna; Nendaz, Mathieu

2016-01-01

Introduction Medical students at the Faculty of Medicine, University of Geneva, Switzerland, have the opportunity to practice clinical skills with simulated patients during formative sessions in preparation for clerkships. These sessions are given in two formats: 1) direct observation of an encounter followed by verbal feedback (direct feedback) and 2) subsequent review of the videotaped encounter by both student and supervisor (video-based feedback). The aim of the study was to evaluate whether content and process of feedback differed between both formats. Methods In 2013, all second- and third-year medical students and clinical supervisors involved in formative sessions were asked to take part in the study. A sample of audiotaped feedback sessions involving supervisors who gave feedback in both formats were analyzed (content and process of the feedback) using a 21-item feedback scale. Results Forty-eight audiotaped feedback sessions involving 12 supervisors were analyzed (2 direct and 2 video-based sessions per supervisor). When adjusted for the length of feedback, there were significant differences in terms of content and process between both formats; the number of communication skills and clinical reasoning items addressed were higher in the video-based format (11.29 vs. 7.71, p=0.002 and 3.71 vs. 2.04, p=0.010, respectively). Supervisors engaged students more actively during the video-based sessions than during direct feedback sessions (self-assessment: 4.00 vs. 3.17, p=0.007; active problem-solving: 3.92 vs. 3.42, p=0.009). Students made similar observations and tended to consider that the video feedback was more useful for improving some clinical skills. Conclusion Video-based feedback facilitates discussion of clinical reasoning, communication, and professionalism issues while at the same time actively engaging students. Different time and conceptual frameworks may explain observed differences. The choice of feedback format should depend on the educational goal. PMID:27834170

Feedback in formative OSCEs: comparison between direct observation and video-based formats.

PubMed

Junod Perron, Noëlle; Louis-Simonet, Martine; Cerutti, Bernard; Pfarrwaller, Eva; Sommer, Johanna; Nendaz, Mathieu

2016-01-01

Medical students at the Faculty of Medicine, University of Geneva, Switzerland, have the opportunity to practice clinical skills with simulated patients during formative sessions in preparation for clerkships. These sessions are given in two formats: 1) direct observation of an encounter followed by verbal feedback (direct feedback) and 2) subsequent review of the videotaped encounter by both student and supervisor (video-based feedback). The aim of the study was to evaluate whether content and process of feedback differed between both formats. In 2013, all second- and third-year medical students and clinical supervisors involved in formative sessions were asked to take part in the study. A sample of audiotaped feedback sessions involving supervisors who gave feedback in both formats were analyzed (content and process of the feedback) using a 21-item feedback scale. Forty-eight audiotaped feedback sessions involving 12 supervisors were analyzed (2 direct and 2 video-based sessions per supervisor). When adjusted for the length of feedback, there were significant differences in terms of content and process between both formats; the number of communication skills and clinical reasoning items addressed were higher in the video-based format (11.29 vs. 7.71, p= 0.002 and 3.71 vs. 2.04, p= 0.010, respectively). Supervisors engaged students more actively during the video-based sessions than during direct feedback sessions (self-assessment: 4.00 vs. 3.17, p= 0.007; active problem-solving: 3.92 vs. 3.42, p= 0.009). Students made similar observations and tended to consider that the video feedback was more useful for improving some clinical skills. Video-based feedback facilitates discussion of clinical reasoning, communication, and professionalism issues while at the same time actively engaging students. Different time and conceptual frameworks may explain observed differences. The choice of feedback format should depend on the educational goal.

Perceptions on evaluative and formative functions of external supervision of Rwandan primary healthcare facilities: A qualitative study.

PubMed

Schriver, Michael; Cubaka, Vincent Kalumire; Itangishaka, Sylvere; Nyirazinyoye, Laetitia; Kallestrup, Per

2018-01-01

External supervision of primary healthcare facilities in low- and middle-income countries often has a managerial main purpose in which the role of support for professional development is unclear. To explore how Rwandan primary healthcare supervisors and providers (supervisees) perceive evaluative and formative functions of external supervision. Qualitative, exploratory study. Focus group discussions: three with supervisors, three with providers, and one mixed (n = 31). Findings were discussed with individual and groups of supervisors and providers. Evaluative activities occupied providers' understanding of supervision, including checking, correcting, marking and performance-based financing. These were presented as sources of motivation, that in self-determination theory indicate introjected regulation. Supervisors preferred to highlight their role in formative supervision, which may mask their own and providers' uncontested accounts that systematic performance evaluations predominated supervisors' work. Providers strongly requested larger focus on formative and supportive functions, voiced as well by most supervisors. Impact of performance evaluation on motivation and professional development is discussed. While external supervisors intended to support providers' professional development, our findings indicate serious problems with this in a context of frequent evaluations and performance marking. Separating the role of supporter and evaluator does not appear as the simple solution. If external supervision is to improve health care services, it is essential that supervisors and health centre managers are competent to support providers in a way that transparently accounts for various performance pressures. This includes delivery of proper formative supervision with useful feedback, maintaining an effective supervisory relationship, as well as ensuring providers are aware of the purpose and content of evaluative and formative supervision functions.

Learner, Patient, and Supervisor Features Are Associated With Different Types of Cognitive Load During Procedural Skills Training: Implications for Teaching and Instructional Design.

PubMed

Sewell, Justin L; Boscardin, Christy K; Young, John Q; Ten Cate, Olle; O'Sullivan, Patricia S

2017-11-01

Cognitive load theory, focusing on limits of the working memory, is relevant to medical education; however, factors associated with cognitive load during procedural skills training are not well characterized. The authors sought to determine how features of learners, patients/tasks, settings, and supervisors were associated with three types of cognitive load among learners performing a specific procedure, colonoscopy, to identify implications for procedural teaching. Data were collected through an electronically administered survey sent to 1,061 U.S. gastroenterology fellows during the 2014-2015 academic year; 477 (45.0%) participated. Participants completed the survey immediately following a colonoscopy. Using multivariable linear regression analyses, the authors identified sets of features associated with intrinsic, extraneous, and germane loads. Features associated with intrinsic load included learners (prior experience and year in training negatively associated, fatigue positively associated) and patient/tasks (procedural complexity positively associated, better patient tolerance negatively associated). Features associated with extraneous load included learners (fatigue positively associated), setting (queue order positively associated), and supervisors (supervisor engagement and confidence negatively associated). Only one feature, supervisor engagement, was (positively) associated with germane load. These data support practical recommendations for teaching procedural skills through the lens of cognitive load theory. To optimize intrinsic load, level of experience and competence of learners should be balanced with procedural complexity; part-task approaches and scaffolding may be beneficial. To reduce extraneous load, teachers should remain engaged, and factors within the procedural setting that may interfere with learning should be minimized. To optimize germane load, teachers should remain engaged.

Role of Headmasters, Teachers, and Supervisors in Knowledge Transfer about Occupational Health and Safety to Pupils in Vocational Education

PubMed Central

Andersson, Ing-Marie; Gunnarsson, Kristina; Rosèn, Gunnar

2015-01-01

Background Young people are at an increased risk for illness in working life. The authorities stipulate certain goals for training in occupational health and safety (OHS) in vocational schools. A previous study concluded that pupils in vocational education had limited knowledge in the prevention of health risks at work. The aim of the current study, therefore, was to study how OHS training is organized in school and in workplace-based learning (WPL). Methods The study design featured a qualitative approach, which included interviews with 12 headmasters, 20 teachers, and 20 supervisors at companies in which the pupils had their WPL. The study was conducted at 10 upper secondary schools, located in Central Sweden, that were graduating pupils in four vocational programs. Results The interviews with headmasters, teachers, and supervisors indicate a staggered picture of how pupils are prepared for safe work. The headmasters generally give teachers the responsibility for how goals should be reached. Teaching is very much based on risk factors that are present in the workshops and on teachers' own experiences and knowledge. The teaching during WPL also lacks the systematic training in OHS as well as in the traditional classroom environment. Conclusion Teachers and supervisors did not plan the training in OHS in accordance with the provisions of systematic work environment management. Instead, the teachers based the training on their own experiences. Most of the supervisors did not receive information from the schools as to what should be included when introducing OHS issues in WPL. PMID:26929844

Medical students on long-term regional and rural placements: what is the financial cost to supervisors?

PubMed

Hudson, Judith N; Weston, Kathryn M; Farmer, Elizabeth A

2012-01-01

Medical student education is perceived as utilising significant amounts of preceptors' time, negatively impacting on clinical productivity. Most studies have examined short-term student rotations in urban settings, limiting their generalisability to other settings and educational models. To test Worley and Kitto's hypothetical model which proposed a 'turning point' when students become financially beneficial, this study triangulated practice financial data with the perspectives of clinical supervisors before and after regional/rural longitudinal integrated community-based placements. Gross practice financial data were compared before and during the year-long placement. Interview data pre- and post-placement were analysed by two researchers who concurred on emergent themes and categories. This study suggested a financial 'turning point' of 1-2 months when the student became beneficial to the practice. Most preceptors (66%) perceived the longitudinal placement as financially neutral or favourable. Nineteen per cent of supervisors reported a negative financial impact, some attributing this to reduced patient throughput, inadequacy of the government teaching subsidy and/or time spent on assessment preparation. Other supervisors were unconcerned about costs, perceiving that minor financial loss was outweighed by personal satisfaction. CONCLUISONS: Senior students learning in long-term clerkships are legitimate members of regional/rural communities of practice. These students can be cost-neutral or have a small positive financial impact on the practice within a few months. Further financial impact research should include consideration of different models of supervisor teaching subsidies. The ultimate financial benefit of a model may lie in the recruitment and retention of much-needed regional and rural practitioners.

Enhancing Adult Learning in Clinical Supervision

ERIC Educational Resources Information Center

Goldman, Stuart

2011-01-01

Objective/Background: For decades, across almost every training site, clinical supervision has been considered "central to the development of skills" in psychiatry. The crucial supervisor/supervisee relationship has been described extensively in the literature, most often framed as a clinical apprenticeship of the novice to the master craftsman.…

A Resource Curriculum in Driver and Traffic Safety Education.

ERIC Educational Resources Information Center

Automotive Safety Foundation, Washington, DC.

Secondary school driver education courses should provide the student with cognitive and affective learning experiences as well as psychomotor skills. Developed through the cooperation of an advisory committee, workshop group, and other consultants, this curriculum guide is intended to help teachers, supervisors, program administrators and teacher…

The Sponsors of Literacy. Report Series 7.12.

ERIC Educational Resources Information Center

Brandt, Deborah

Intuitively, "sponsors" seems a fitting term for the figures who turned up most typically in people's memories of literacy learning: older relatives, teachers, priests, supervisors, military officers, editors, influential authors. The concept of sponsors helps to explain a range of human relationships and ideological pressures that turn…

Employer Child Care Development Council Report to the Fairfax County Board of Supervisors.

ERIC Educational Resources Information Center

Fairfax County Office for Children, VA.

This report discusses the goals, activities, and recommendations of the Employer Child Care Development Council. An increasing number of businesses in Fairfax county, Virginia are offering some type of child care service as an employee benefit. In January 1987, the Board of Supervisors established the Employer Child Care Development Council as a…

Organizing. MAS-108. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

ERIC Educational Resources Information Center

Westinghouse Electric Corp., Carlsbad, NM.

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to organize work activities efficiently and effectively. The first section of the module is an introduction that includes a terminal objective and…

Supporting the Work Arrangements of Cooperating Teachers and University Supervisors to Better Train Preservice Teachers: A New Theoretical Contribution

ERIC Educational Resources Information Center

Escalié, Guillaume; Chaliès, Sébastien

2016-01-01

This longitudinal case study examines whether a school-based training scheme that brings together different categories of teacher educators (university supervisors and cooperating teachers) engenders true collective training activity and, if so, whether this collective work contributes to pre-service teacher education. The scheme grew out of a…

The 120-S minute: using analysis of work activity to prevent psychological distress among elementary school teachers.

PubMed

Messing, K; Seifert, A M; Escalona, E

1997-01-01

Primary school teachers in Québec suffer psychological distress, as shown by the Québec Health Survey (M. Gervais, 1993; Santè Québec, 1995). The authors applied and extended the French model (F. Guérin, A. Laville, F. Daniellou, J. Duraffourg, & A. Kerguelen, 1991) of analysis of work activity to observing classroom teaching (14 women in 10 classrooms for a total of 48 hr 24 min) to identify stressful elements. The authors observed a rapid sequence of actions, eye fixations of short duration, little physical or mental relaxation, multiple simultaneous activities, and uncomfortable temperature and humidity levels. Teachers use many strategies to teach, to create a learning environment, and to maintain attention in classrooms under adverse conditions. Examination of these strategies led to recommendations to improve relations between the teachers and their supervisors and to make the classroom an easier place to teach.

e-Learning Content Design for Corrective Maintenance of Toshiba BMC 80.5 based on Knowledge Conversion using SECI Method: A Case Study in Aerospace Company

NASA Astrophysics Data System (ADS)

Permata Shabrina, Ayu; Pramuditya Soesanto, Rayinda; Kurniawati, Amelia; Teguh Kurniawan, Mochamad; Andrawina, Luciana

2018-03-01

Knowledge is a combination of experience, value, and information that is based on the intuition that allows an organization to evaluate and combine new information. In an organization, knowledge is not only attached to document but also in routine value creating activities, therefore knowledge is an important asset for the organization. X Corp is a company that focused on manufacturing aerospace components. In carrying out the production process, the company is supported by various machines, one of the machines is Toshiba BMC 80.5. The machine is used occasionally and therefore maintenance activity is needed, especially corrective maintenance. Corrective maintenance is done to make a breakdown machine back to work. Corrective maintenance is done by maintenance operator whose retirement year is close. The long term experience of the maintenance operator needs to be captured by the organization and shared across maintenance division. E-learning is one type of media that can support and assist knowledge sharing. This research purpose is to create the e-learning content for best practice of corrective maintenance activity for Toshiba BMC 80.5 by extracting the knowledge and experience from the operator based on knowledge conversion using SECI method. The knowledge source in this research is a maintenance supervisor and a senior maintenance engineer. From the evaluation of the e-learning content, it is known that the average test score of the respondents who use the e-learning increases from 77.5 to 87.5.

Leadership in Educational Technology

ERIC Educational Resources Information Center

Puckett, Rhonda

2014-01-01

In life, one will come across diverse types of leaders. While each leadership type has positive and negative qualities, each style fits appropriately in distinct situations. Supervisors must determine how to manage their staff in constructive ways, engaging and motivating them to learn more and do more within their specific professional area. The…

Supervising Unsuccessful Student Teaching Assignments: Two Terminator's Tales.

ERIC Educational Resources Information Center

St. Maurice, Henry

2001-01-01

Discusses problems that arise when there is a conflict between a student teacher and the supervising teacher and when a student teacher does not perform satisfactorily. Focuses on how supervisors deal with failed assignments and how beginning teachers improve their teaching and learn from failed assignments. (Contains 21 references.) (JOW)

Learning To Write Like a Scientist.

ERIC Educational Resources Information Center

Florence, Marilyn K.; Yore, Larry D.

This multiple case study examined the co-authorship process in two research laboratories of different university science departments. The study focused on five writing teams, one in Biochemistry and Microbiology and four in Earth and Ocean Sciences. The role of the researcher supervisor, the role of the student (graduate and post-graduate), the…

Faculty Perceptions of Common Challenges Encountered by Novice Doctoral Writers

ERIC Educational Resources Information Center

Maher, Michelle A.; Feldon, David F.; Timmerman, Briana E.; Chao, Jie

2014-01-01

Although learning to write for publication is an important outcome of doctoral education, it has received surprisingly little scholarly attention. Within a socialization and supervisor pedagogy framework, this study uses narratives of faculty who regularly write with their doctoral students for publication to expose challenges students commonly…

Communication Systems. Supervising: Communication. The Choice Series #63. A Self Learning Opportunity.

ERIC Educational Resources Information Center

Carr, Linda

This student guide is intended to assist persons employed as supervisors in understanding and using communication equipment. Discussed in the first three sections are the following topics: producing and storing information (communicating, storing, and retrieving information and using word processors and talking machines); communicating information…

A Handbook for Programmers of Automated Instruction.

ERIC Educational Resources Information Center

Melching, William H.; And Others

U.S. Army service schools have been directed (USONARC Directive 350-34, Education and Training, New Instructional Techniques) to initiate development of automated courses of instruction in their curriculum. Programers and training supervisors are provided with procedural guidelines for the derivation of learning objectives and for the use of…

Managing Across Cultures: A Learning Framework.

ERIC Educational Resources Information Center

Wilson, Meena S.; And Others

An approach to managing personnel across cultures is outlined. A framework is provided to help the supervisor become aware of beliefs and values that underlie the workplace preferences of managers in the United States and of other cultures. It integrates research in anthropology, cross-cultural psychology, and international business management. An…

30 CFR 254.42 - Exercises for your response personnel and equipment.

Code of Federal Regulations, 2010 CFR

2010-07-01

...) Objectives met; and (5) Lessons learned. (e) All records of spill-response exercises must be maintained for... procedures or strategies. The Regional Supervisor may evaluate the results of the exercises and advise the owner or operator of any needed changes in response equipment, procedures, or strategies. (i) Compliance...

The Creative Music Curriculum for Pre-Primary Schools

ERIC Educational Resources Information Center

Lam, Stella Wai Man; Wright, Susan

2004-01-01

This article examines the multifaceted nature of pre-primary music teachers' and supervisors' beliefs and practices in music education. It focuses on the general process of creativity (particularly as applied to music education); the classroom setting and how it influences the way music educators approach teaching and learning; and the structuring…

Learning to Supervise: Four Journeys

ERIC Educational Resources Information Center

Turner, Gill

2015-01-01

This article explores the experiences of four early career academics as they begin to undertake doctoral supervision. Each supervisor focused on one of their supervisees and drew and described a Journey Plot depicting the high and low points of their supervisory experience with their student. Two questions were addressed by the research: (1) How…

Small Waterfalls in Art Therapy Supervision: A Poetic Appreciative Inquiry

ERIC Educational Resources Information Center

Schreibman, Rachel; Chilton, Gioia

2012-01-01

This viewpoint presents aesthetic writing and reflection on the art therapy supervisor and supervisee dyad from a practice of appreciative inquiry. Through writing and exchanging poems, the authors sought to uncover the dynamics of the supervisory relationship that contributed to a positive learning experience. Poetry as inquiry provoked new…

32 CFR 516.16 - Individual and supervisory procedures upon commencement of legal proceedings.

Code of Federal Regulations, 2013 CFR

2013-07-01

... litigation. (b) Supervisory procedures. When supervisors learn that legal proceedings in which the United... 32 National Defense 3 2013-07-01 2013-07-01 false Individual and supervisory procedures upon... to HQDA § 516.16 Individual and supervisory procedures upon commencement of legal proceedings. (a...

32 CFR 516.16 - Individual and supervisory procedures upon commencement of legal proceedings.

Code of Federal Regulations, 2012 CFR

2012-07-01

... litigation. (b) Supervisory procedures. When supervisors learn that legal proceedings in which the United... 32 National Defense 3 2012-07-01 2009-07-01 true Individual and supervisory procedures upon... to HQDA § 516.16 Individual and supervisory procedures upon commencement of legal proceedings. (a...

32 CFR 516.16 - Individual and supervisory procedures upon commencement of legal proceedings.

Code of Federal Regulations, 2014 CFR

2014-07-01

... litigation. (b) Supervisory procedures. When supervisors learn that legal proceedings in which the United... 32 National Defense 3 2014-07-01 2014-07-01 false Individual and supervisory procedures upon... to HQDA § 516.16 Individual and supervisory procedures upon commencement of legal proceedings. (a...

Organizational Socialization of Women in the Italian Army: Learning Processes and Proactive Tactics

ERIC Educational Resources Information Center

Atzori, Milena; Lombardi, Luigi; Fraccaroli, Franco; Battistelli, Adalgisa; Zaniboni, Sara

2008-01-01

Purpose: This study aims to examine the organizational socialization of women soldiers in the Italian Army. Design/methodology/approach: Following an interactionist interpretation of socialization, a model was tested to determine the influence of organizational socialization tactics, proactive behaviours, supervisor support on organizational…

Relationship between leadership styles of hospital pharmacists and perceptions of work-unit effectiveness.

PubMed

Bennett, C R; Grussing, P G; Hutchinson, R A; Stewart, J E

1988-08-01

Relationships between hospital pharmacists' perceptions of their own and their immediate supervisors' leadership styles and their perceptions of the effectiveness of their work units were examined. Pharmacists practicing in 12 large Chicago-area hospitals were asked to complete a four-part questionnaire that consisted of demographic questions, the LEADSelf instrument, the LEADOther instrument, and a measure of perceived work unit effectiveness. Respondents' primary, secondary, and combination leadership styles and their degree of style adaptability were determined and compared with the primary, secondary, and combination leadership styles and style adaptability of their immediate supervisors and with their perceptions of the effectiveness of their work units. Pharmacists involved in providing clinical or drug information services and pharmacists responsible for purchasing activities perceived their work units to be most and least effective, respectively. Most respondents perceived their primary leadership style to be high task-high relationship, but only 32% perceived their immediate supervisors to exhibit this style. Pharmacists who perceived their immediate supervisors to have high relationship leadership styles (based on primary and combination style classifications) had significantly more favorable perceptions of the effectiveness of their work units than did pharmacists who perceived their supervisors to exhibit low relationship styles. Respondents' perceptions of their supervisors' style adaptability were positively and significantly correlated with their perceptions of work-unit effectiveness. Respondents who thought their supervisors' leadership styles were more adaptable than their own had the most favorable perceptions of work-unit effectiveness.(ABSTRACT TRUNCATED AT 250 WORDS)

The use of observational diaries in in-training evaluation: student perceptions.

PubMed

Govaerts, Marjan J B; van der Vleuten, Cees P M; Schuwirth, Lambert W T; Muijtjens, Arno M M

2005-08-01

In health science education clinical clerkships serve the twofold purpose of guiding student learning and assessment of performance. Evidently, both formative and summative assessment procedures are needed in clerkship assessment. In-training evaluation (ITE) has the potential to serve both assessment functions. Implementation of effective ITE, however, has been shown to be problematic, partly because integration of assessment functions may have negative consequences for teaching and learning. This study investigates student perceptions of the impact of an integrated assessment approach, seeking to refine criteria for effective ITE. In the curriculum of Maastricht Midwifery School (MMS), clerkship assessment is based on ITE serving both assessment functions. The ITE model is based on principles of extensive work sampling, and frequent documentation of performance. A focus group technique was used to explore student perceptions on the impact of the ITE approach on student learning and supervisor teaching behaviour, and on the usefulness of information for decision making. Results indicate that the assessment approach is effective in guidance of student learning. Furthermore, students consider the frequent performance documentation essential in clerkship grading. Acceptance and effectivity of ITE requires a learning environment which is safe and respectful. Transparency of assessment processes is the key to success. Suggestions for improvement focus on variation in evaluation formats, improvement of feedback (narrative, complete) and student involvement in assessment. ITE can fulfill both its formative and summative purposes when some crucial conditions are taken into account. Careful training of both supervisors and students in the use of ITE for student learning and performance measurement is essential.

On-the-Job Training and Social Learning Theory. A Literature Review

DTIC Science & Technology

1980-05-01

Trott , H. An Analysis of a Human Relations Training PoA? m for Managers and Supervisors, PhD dissertation, University of Maryland, 1976. 153 53 I;,, 1...Division of HumRRO in Alexandria, Virginia, where Dr. Robert J. Seidel is the Division rirector. Mr. Paul E. Loustaunau was the Project Director. The...ways: a training method based on social learning theory has been used to teach managers to deal more effectively with human relations problems

Clinical learning environments: place, artefacts and rhythm.

PubMed

Sheehan, Dale; Jowsey, Tanisha; Parwaiz, Mariam; Birch, Mark; Seaton, Philippa; Shaw, Susan; Duggan, Alison; Wilkinson, Tim

2017-10-01

Health care practitioners learn through experience in clinical environments in which supervision is a key component, but how that learning occurs outside the supervision relationship remains largely unknown. This study explores the environmental factors that inform and support workplace learning within a clinical environment. An observational study drawing on ethnographic methods was undertaken in a general medicine ward. Observers paid attention to interactions among staff members that involved potential teaching and learning moments that occurred and were visible in the course of routine work. General purpose thematic analysis of field notes was undertaken. A total of 376 observations were undertaken and documented. The findings suggest that place (location of interaction), rhythm (regularity of activities occurring in the ward) and artefacts (objects and equipment) were strong influences on the interactions and exchanges that occurred. Each of these themes had inherent tensions that could promote or inhibit engagement and therefore learning opportunities. Although many learning opportunities were available, not all were taken up or recognised by the participants. We describe and make explicit how the natural environment of a medical ward and flow of work through patient care contribute to the learning architecture, and how this creates or inhibits opportunities for learning. Awareness of learning opportunities was often tacit and not explicit for either supervisor or learner. We identify strategies through which tensions inherent within space, artefacts and the rhythms of work can be resolved and learning opportunities maximised. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Characteristics of good supervision: a multi-perspective qualitative exploration of the Masters in Public Health dissertation.

PubMed

Katikireddi, Srinivasa Vittal; Reilly, Jacqueline

2017-09-01

A dissertation is often a core component of the Masters in Public Health (MPH) qualification. This study aims to explore its purpose, from the perspective of both students and supervisors, and identify practices viewed as constituting good supervision. A multi-perspective qualitative study drawing on in-depth one-to-one interviews with MPH supervisors (n = 8) and students (n = 10), with data thematically analysed. The MPH dissertation was viewed as providing generic as well as discipline-specific knowledge and skills. It provided an opportunity for in-depth study on a chosen topic but different perspectives were evident as to whether the project should be grounded in public health practice rather than academia. Good supervision practice was thought to require topic knowledge, generic supervision skills (including clear communication of expectations and timely feedback) and adaptation of supervision to meet student needs. Two ideal types of the MPH dissertation process were identified. Supervisor-led projects focus on achieving a clearly defined output based on a supervisor-identified research question and aspire to harmonize research and teaching practice, but often have a narrower focus. Student-led projects may facilitate greater learning opportunities and better develop skills for public health practice but could be at greater risk of course failure. © The Author 2016. Published by Oxford University Press on behalf of Faculty of Public Health.

Pursuing Improvement in Clinical Reasoning: Development of the Clinical Coaching Interactions Inventory.

PubMed

Jessee, Mary Ann; Tanner, Christine A

2016-09-01

Clinical coaching has been identified as a signature pedagogy in nursing education. Recent findings indicate that clinical coaching interactions in the clinical learning environment fail to engage students in the higher order thinking skills believed to promote clinical reasoning. The Clinical Coaching Interactions Inventory (CCII) was based on evidence of supervisor questioning techniques, the Tanner clinical judgment model, Bloom's Taxonomy, and simulation evaluation tools. Content validity was established with expert assessment, student testing for clarity, and calculation of scale-content validity index/average (S-CVI/Ave). Reliability was established with Kuder-Richardson Formula 20 (KR-20). CVI (S-CVI/Ave) was .91, and KR-20 was .70. The CCII identified differences in clinical coaching behaviors in university faculty supervisors and staff nurse preceptor supervisors. The CCII advances the measurement of clinical coaching interactions from qualitative to quantitative. Ultimately, results from use of this inventory may facilitate the design of prelicensure clinical coaching strategies that promote the improvement of students' clinical reasoning skill. [J Nurs Educ. 2016;55(9):495-504.]. Copyright 2016, SLACK Incorporated.

Supervision--growing and building a sustainable general practice supervisor system.

PubMed

Thomson, Jennifer S; Anderson, Katrina J; Mara, Paul R; Stevenson, Alexander D

2011-06-06

This article explores various models and ideas for future sustainable general practice vocational training supervision in Australia. The general practitioner supervisor in the clinical practice setting is currently central to training the future general practice workforce. Finding ways to recruit, retain and motivate both new and experienced GP teachers is discussed, as is the creation of career paths for such teachers. Some of the newer methods of practice-based teaching are considered for further development, including vertically integrated teaching, e-learning, wave consulting and teaching on the run, teaching teams and remote teaching. Approaches to supporting and resourcing teaching and the required infrastructure are also considered. Further research into sustaining the practice-based general practice supervision model will be required.

Musculoskeletal disorders among construction workers: a one-year follow-up study

PubMed Central

2012-01-01

Background Work-related musculoskeletal disorders (MSDs) are an important cause of functional impairments and disability among construction workers. An improved understanding of MSDs in different construction occupations is likely to be of value for selecting preventive measures. This study aimed to survey the prevalence of symptoms of MSDs, the work-relatedness of the symptoms and the problems experienced during work among two construction occupations: bricklayers and supervisors. Methods We randomly selected 750 bricklayers and 750 supervisors resident in the Netherlands in December 2009. This sample was surveyed by means of a baseline questionnaire and a follow-up questionnaire one year later. The participants were asked about complaints of the musculoskeletal system during the last six months, the perceived work-relatedness of the symptoms, the problems that occurred during work and the occupational tasks that were perceived as causes or aggravating factors of the MSD. Results Baseline response rate was 37%, follow-up response was 80%. The prevalence of MSDs among 267 bricklayers and 232 supervisors was 67% and 57%, respectively. Complaints of the back, knee and shoulder/upper arm were the most prevalent among both occupations. Irrespective of the body region, most of the bricklayers and supervisors reported that their complaints were work-related. Complaints of the back and elbow were the most often reported among the bricklayers during work, whereas lower arm/wrist and upper leg complaints were the most often reported among the supervisors. In both occupations, a majority of the participants perceived several occupational physical tasks and activities as causes or aggravating factors for their MSD. Recurrent complaints at follow-up were reported by both bricklayers (47% of the complaints) and supervisors (31% of the complaints). Participants in both occupations report that mainly back and knee complaints result in additional problems during work, at the time of follow-up. Conclusions A substantial number of the bricklayers and the supervisors report musculoskeletal disorders, mainly back, knee and shoulder/upper arm complaints. The majority of the bricklayers and half of the supervisors believe that their complaints are work-related. Irrespective of occupation, participants with MSDs report substantial problems during work. Workplace intervention measures aimed at occupational physical tasks and activities seem justified for both occupations. PMID:23061990

Supervised spike-timing-dependent plasticity: a spatiotemporal neuronal learning rule for function approximation and decisions.

PubMed

Franosch, Jan-Moritz P; Urban, Sebastian; van Hemmen, J Leo

2013-12-01

How can an animal learn from experience? How can it train sensors, such as the auditory or tactile system, based on other sensory input such as the visual system? Supervised spike-timing-dependent plasticity (supervised STDP) is a possible answer. Supervised STDP trains one modality using input from another one as "supervisor." Quite complex time-dependent relationships between the senses can be learned. Here we prove that under very general conditions, supervised STDP converges to a stable configuration of synaptic weights leading to a reconstruction of primary sensory input.

Understanding How Reverse Engineers Make Sense of Programs from Assembly Language Representations

DTIC Science & Technology

2012-03-01

properties of behavior treated the behavior of the code as its own entity, and expressed properties in verbalizations such as “this is processing the...Quantifying qualitative analyses of verbal data: A practical guide,” Journal of the Learning Sciences , 6 :271–315 (1997). 42. Chikofsky E., Cross J...through the process of learning research, and my supervisors, which have provided me the opportunity to earn a PhD. Finally, I would like to thank my wife

A mixed-methods evaluation of the Educational Supervision Agreement for Wales

PubMed Central

Bullock, Alison; Groves, Caroline; Saayman, Anton Gerhard

2017-01-01

Objectives In a bid to promote high-quality postgraduate education and training and support the General Medical Council’s (GMC) implementation plan for trainer recognition, the Wales Deanery developed the Educational Supervision Agreement (EdSA). This is a three-way agreement between Educational Supervisors, Local Education Providers and the Wales Deanery which clarifies roles, responsibilities and expectations for all. This paper reports on the formative evaluation of the EdSA after 1 year. Design Evaluation of pan-Wales EdSA roll-out (2013–2015) employed a mixed-methods approach: questionnaires (n=191), interviews (n=11) with educational supervisors and discussion with key stakeholders (GMC, All-Wales Trainer Recognition Group, Clinical Directors). Numerical data were analysed in SPSS V.20; open comments underwent thematic content analysis. Participants The study involved Educational Supervisors working in different specialties across Wales, UK. Results At the point of data collection, survey respondents represented 14% of signed agreements. Respondents believed the Agreement professionalises the Educational Supervisor role (85%, n=159 agreed), increases the accountability of Educational Supervisors (87%; n=160) and health boards (72%, n=131), provides leverage to negotiate supporting professional activities’ (SPA) time (76%, n=142) and continuing professional development (CPD) activities (71%, n=131). Factor analysis identified three principal factors: professionalisation of the educational supervisor role, supporting practice through training and feedback and implementation of the Agreement. Conclusions Our evidence suggests that respondents believed the Agreement would professionalise and support their Educational Supervisor role. Respondents showed enthusiasm for the Agreement and its role in maintaining high standards of training. PMID:28600372

Rethinking Differentiation--Using Teachers' Time Most Effectively

ERIC Educational Resources Information Center

Marshall, Kim

2016-01-01

The goals of differentiation are laudable, but in recent years, many question whether it is really possible for a teacher to tailor instruction for 20 to 30 different students and whether it's desirable to differentiate by learning styles. Differentiation is just one factor in effective instruction. Supervisors who walk into a classroom looking…

Networking for Leadership, Inquiry, and Systemic Thinking: A New Approach to Inquiry-Based Learning.

ERIC Educational Resources Information Center

Byers, Al; Fitzgerald, Mary Ann

2002-01-01

Points out difficulties with a change from traditional teaching methods to a more inquiry-centered approach. Presents theoretical and empirical foundations for the Networking for Leadership, Inquiry, and Systemic Thinking (NLIST) initiative sponsored by the Council of State Science Supervisors (CSSS) and NASA, describes its progress, and outlines…

Workplace Climate and Peer Support as Determinants of Training Transfer

ERIC Educational Resources Information Center

Martin, Harry J.

2010-01-01

Although billions of dollars are spent annually on training and development, much about the transfer processes is not well understood. This study investigated the interaction of workplace climate and peer support on the transfer of learning in a corporate field setting. Supervisor ratings of performance on several skill dimensions were obtained…

Cultivating African Academic Capital--Intersectional Narratives of an African Graduate and His PhD Study Supervisor

ERIC Educational Resources Information Center

Bitzer, Eli; Matimbo, Fulgence

2017-01-01

Three theoretical axes, namely "habitus," "transformational learning" and "doctorateness" informed two narrative doctoral accounts. One is from a Tanzanian public official who graduated from a research-intensive South African university--mostly away from work, family and country. The other is from his study supervisor…

Teacher to Teacher: Model Lessons for K-8 Foreign Language.

ERIC Educational Resources Information Center

Redmond, Mary Lynn, Ed.; Lorenz, Eileen, Ed.

This book provides resources for foreign language teachers, supervisors, and others involved in developing and implementing a curriculum. It is the outcome of a 1997 institute, "National Standards for Foreign Language Learning: Curriculum Reform for K-8 Foreign Language Education." The model shows how the national standards can be used…

Supervisors' Perceptions of Research Competencies in the Final-Year Project

ERIC Educational Resources Information Center

Reguant, Mercedes; Martínez-Olmo, Francesc; Contreras-Higuera, Williams

2018-01-01

Background: This paper analyses the development of research competencies in higher education students, particularly with regard to the undergraduate Final-Year Project (FYP). The FYP is understood as an assignment that requires the integration of learning outcomes and demonstration of competencies for the successful completion of the degree.…

The Role of Emotions in Student Teachers' Professional Identity

ERIC Educational Resources Information Center

Timostsuk, Inge; Ugaste, Aino

2012-01-01

This paper presents findings of a qualitative interview study of the role of emotions in the professional identity of student teachers. Strong positive and negative emotions (mostly related to pupils and supervisors) were expressed about personal teaching experiences. The results confirm that emotions play an important role in social learning and,…

Learning to Write like a Scientist: Coauthoring as an Enculturation Task

ERIC Educational Resources Information Center

Florence, Marilyn K.; Yore, Larry D.

2004-01-01

This multiple case study examined the coauthorship process in research laboratories of different university departments. The study focused on two cases comprising five writing teams, one in biochemistry and microbiology and four in earth and ocean sciences. The role of the research supervisor, the role of the student (graduate and postgraduate),…

Remote Video Supervision in Adapted Physical Education

ERIC Educational Resources Information Center

Kelly, Luke; Bishop, Jason

2013-01-01

Supervision for beginning adapted physical education (APE) teachers and inservice general physical education teachers who are learning to work with students with disabilities poses a number of challenges. The purpose of this article is to describe a project aimed at developing a remote video system that could be used by a university supervisor to…

Directory of Instructional Programs in Supervision and Management Training.

ERIC Educational Resources Information Center

Civil Service Commission, Washington, DC. Training Assistance Div.

This directory, which is designed for the use of training officers in the Washington, D.C. area in prescribing learning programs to meet employee training needs, describes available group and self instructional programs used for the training of supervisors and managers. Each of the 21 courses listed contains the pertinent information necessary to…

Aspects of Mentorship in Team Supervision of Doctoral Students in Australia

ERIC Educational Resources Information Center

Robertson, Margaret

2017-01-01

This article examines three aspects of mentorship in collaborative supervision of HDR studies in Australian contexts. The first aspect of mentorship is what the doctoral student learns about supervision--positively or negatively--through the experience of being supervised (supervisor to student). The second aspect is understood as an experienced…

Discipline and the Law. Supervising: Industrial Relations. The Choice Series #82. A Self Learning Opportunity.

ERIC Educational Resources Information Center

Stirling, John

This student guide is intended to assist persons employed as supervisors in understanding the law relating to discipline and implementing disciplinary procedures. Discussed in the first five sections are the following topics: knowing the rules pertaining to employee discipline (getting information and making judgments); handling discipline…

Summer Camp.

ERIC Educational Resources Information Center

Pfisterer, Bill

About 50 participants and 8 supervisors attended the Summer Camp. Visitors were encouraged and parents often came to see what their kids were doing. Before arriving at camp, the students learned how important balancing the supplies was when loading the boats. On the way to camp, students studied the: (1) landmarks so that they could find their way…

Using Goal-Setting Strategies To Enrich the Practicum and Internship Experiences of Beginning Counselors.

ERIC Educational Resources Information Center

Curtis, Russell C.

2000-01-01

Goal setting can be an effective way to help beginning counselors focus on important developmental issues. This article argues that counselors and supervisors must consider issues related to goal-setting theory and understand the process by which goals are set so that optimal learning experiences are created. (Author/MKA)

Upward Feedback and Its Contribution to Employees' Feeling of Self-Determination

ERIC Educational Resources Information Center

Bauer, Johannes; Mulder, Regina H.

2006-01-01

Purpose--The paper seeks to show that self-determination is a widely regarded motivational variable in educational research that relates to intrinsically motivated, self-directed learning at work. This study aimed to find out whether the possibility to provide upward feedback to supervisors contributes to employees' feelings of self-determination.…

The Frazzled Principal's Wellness Plan: Reclaiming Time, Managing Stress, and Creating a Healthy Lifestyle

ERIC Educational Resources Information Center

Queen, J. Allen; Queen, Patsy S.

2004-01-01

This wellness guide for today's busy principals, school leaders, supervisors, and administrators has been custom crafted by the authors to address the stresses of managing workplace environments, juggling time and competing priorities, learning to delegate, balancing personal and professional agendas, and creating win-win situations. Special…

Community Engagement as Catalyst for Professional Learning, Reflection, and Agency in Preservice-Teacher Education

ERIC Educational Resources Information Center

Klehr, Mary

2015-01-01

I am a public elementary teacher currently serving as a school-based supervisor for a Professional Development School (PDS) undergraduate elementary-teacher-education program in Madison, Wisconsin, where our charge is to leverage the intersecting contexts of school, university, and community to prepare skilled and caring teachers for urban…

Quality Control in the Administration of Sport Management Internships

ERIC Educational Resources Information Center

Kelley, Dennie Ruth

2004-01-01

The quality of an intern's learning experience is the joint responsibility of the academic internship coordinator, the administrator of the sport management program, and the agency supervisor. The purpose of this article is to identify the areas of administrative concern in the three major components of an internship: the institution granting…

Effective Student Teacher Supervision in the Era of "No Child Left Behind"

ERIC Educational Resources Information Center

Bates, Alisa J.; Burbank, Mary D.

2008-01-01

This research study addresses the issues and challenges for university supervisors of providing supervisory feedback in the accountability climate of No Child Left Behind. Several findings are detailed in the case below and include the following: (a) Feedback on individual learning needs of students differed between informal written observations…

Supervisors' Experience of Resistance during Online Group Supervision: A Phenomenological Case Study

ERIC Educational Resources Information Center

Morton, James R., Jr.

2017-01-01

Leaders in higher education institutions throughout the United States regard distance learning as an important part of their long-term strategic planning (Allen & Seaman, 2015). Counselor education and supervision training programs are following this trend as demonstrated by the increase of online programs being offered to train professional…

How Children Learn about Human Rights. Bulletin, 1951, No. 9

ERIC Educational Resources Information Center

Hill, Wilhelmina; Mackintosh, Helen K.

1951-01-01

This particular bulletin is concerned with the concept of human rights, and the interpretation of some of these rights in the classroom, in the school, at home, and in the community. Although the discussion is directed toward the classroom teacher primarily, principals, supervisors, administrators, and parents who want children to succeed in all…

Servant-Leadership: The Online Way! E-Learning Where Community Building Is Key

ERIC Educational Resources Information Center

van de Bunt-Kokhuis, Sylvia; Sultan, Nabil

2012-01-01

The digitalisation of educational communities has increased rapidly in the last decade. Modern technologies transform the way educational leaders such as teachers, tutors, deans and supervisors view and manage their educational communities. More often, educational leaders offer a variety of gateways, guiding the e-learners in their search for…

Distance Learning Now an Option: Consortium Tackles FCS Teacher Shortage

ERIC Educational Resources Information Center

Pickard, Mary J.

2005-01-01

In February 2001, national family and consumer sciences (FCS) leaders, state department of education supervisors, and FCS education providers from 16 higher education institutions representing every region of the U.S. met to establish a national support system and clearinghouse for FCS teacher preparation. Their goal was to aid existing FCS…

Understanding Trust as an Essential Element of Trainee Supervision and Learning in the Workplace

ERIC Educational Resources Information Center

Hauer, Karen E.; ten Cate, Olle; Boscardin, Christy; Irby, David M.; Iobst, William; O'Sullivan, Patricia S.

2014-01-01

Clinical supervision requires that supervisors make decisions about how much independence to allow their trainees for patient care tasks. The simultaneous goals of ensuring quality patient care and affording trainees appropriate and progressively greater responsibility require that the supervising physician trusts the trainee. Trust allows the…

Toward Meaningful Evaluation of Medical Trainees: The Influence of Participants' Perceptions of the Process

ERIC Educational Resources Information Center

Watling, Christopher J.; Lingard, Lorelei

2012-01-01

An essential goal of evaluation is to foster learning. Across the medical education spectrum, evaluation of clinical performance is dominated by subjective feedback to learners based on observation by expert supervisors. Research in non-medical settings has suggested that participants' perceptions of evaluation processes exert considerable…

Novice Teacher Learning and Motivation across Contexts: Assessment Tools as Boundary Objects

ERIC Educational Resources Information Center

Nolen, Susan Bobbitt; Horn, Ilana S.; Ward, Christopher J.; Childers, Sarah A.

2011-01-01

We present a longitudinal study of novice teachers' appropriation, negotiation, and recontextualization of assessment tools and practices. During the four years of the study, we observed and interviewed beginning mathematics and social studies teachers, along with their colleagues, mentors, and supervisors, from their time in a graduate secondary…

The Music Specialist among Generalists: Learning to Lead in a Community of Practice

ERIC Educational Resources Information Center

Luebke, Linda

2013-01-01

Music education leadership in public schools has often been the responsibility of a department chair or a district music supervisor. Nevertheless, budget constraints have forced districts to consolidate supervisory positions, frequently eliminating district chairs in music and the arts among other curricular areas. Without a strong advocate at the…

Reshaping supervisory practice in home care.

PubMed

Knollmueller, R N

1988-06-01

Reshaping supervisory practice in home care is not an if but a when issue. We need the best wisdom in how to reshape the practice so that it builds on the experience of the individual and the agency. It is time to deliberately plan to change from the paper-shuffling tendency among supervisors toward supporting more people-oriented activity and to rediscover the pivotal role that supervisors have in keeping a community healthy, staff stimulated, and the agency solvent. Some summary points to consider in reshaping supervisory practice include: (1) redefine supervision to reflect what is desired, needed, and possible, (2) recognize the contribution from change theory and apply it, (3) recapture the commitment and philosophy of supervision from the past, (4) reward the supervisor commensurate with the scope of practice expected, (5) reverse selection of supervisors from preservers of territory to manager as idea entrepreneur, (6) respond to varying and dynamic models of supervisory practice, (7) recharge the supervisor through timely in-service programs, continuing education, and formal academic study, (8) require educational content and practice from colleges and universities that stimulate creative supervisory skills and improve job satisfaction, (9) respect the work of the supervisor and provide appropriate support to achieve success, (10) reconsider current supervisory models and expand opportunities for professional growth among staff, and (11) reshape the supervisory role from one of controller to facilitator and innovator.

General job performance of first-line supervisors: the role of conscientiousness in determining its effects on subordinate exhaustion.

PubMed

Perry, Sara Jansen; Rubino, Cristina; Witt, L A

2011-04-01

In an integrated test of the job demands-resources model and trait activation theory, we predicted that the general job performance of employees who also hold supervisory roles may act as a demand to subordinates, depending on levels of subordinate conscientiousness. In a sample of 313 customer service call centre employees, we found that high-conscientiousness individuals were more likely to experience emotional exhaustion, and low-conscientiousness individuals were less likely as the general job performance of their supervisor improved. The results were curvilinear, such that high-conscientiousness individuals' exhaustion levelled off with very high supervisor performance (two standard deviations above the mean), and low-conscientiousness individuals' exhaustion levelled off as supervisor performance improved from moderate to high. These findings suggest high-conscientiousness employees may efficiently handle demands presented by a low-performing coworker who is their boss, but when performance expectations are high (i.e. high-performing boss), these achievement-oriented employees may direct their resources (i.e. energy and time) towards performance-related efforts at the expense of their well-being. Conversely, low-conscientiousness employees suffer when paired with a low-performing boss, but benefit from a supervisor who demonstrates at least moderate job performance.

`I Don't Even Have Time to be Their Friend!' Ethical Dilemmas in Ph.D. Supervision in the Hard Sciences

NASA Astrophysics Data System (ADS)

Löfström, Erika; Pyhältö, Kirsi

2015-11-01

This study focused on exploring students' and supervisors' perceptions of ethical problems in doctoral supervision in the natural sciences. Fifteen supervisors and doctoral students in one research community in the natural sciences were interviewed about their practices and experiences in the doctoral process and supervision. We explored to what extent doctoral students and supervisors experienced similar or different ethical challenges in the supervisory relationship and analyzed how the experiences of ethical dilemmas in supervision could be understood in light of the structure and practices of natural science research groups. The data were analyzed by theory-driven content analysis. Five ethical principles, namely non-maleficence, beneficence, autonomy, fidelity and justice, were used as a framework for identifying ethical issues. The results show that one major question that appears to underpin many of the emerging ethical issues is that the supervisors and students have different expectations of the supervisory role. The second important observation is that doctoral students primarily described their own experiences, whereas the supervisors described their activities as embedded in a system and elaborated on the causes and consequences at a system level.

Supporting nursing student supervision: An assessment of an innovative approach to supervisor support.

PubMed

Browning, Mark; Pront, Leeanne

2015-06-01

The responsibility for clinical supervision is recognised by both the nursing literature and the Australian Nursing and Midwifery Council, through an expectation that RNs will provide support and facilitate student learning in the clinical environment (Atack et al., 2000; Gray and Smith, 2000; Brammer, 2005; Australian Nursing and Midwifery Council, 2006; Hallin and Danielson, 2008). RNs identify with and acknowledge the need for the supervisory role and are willing participants however, request strategies to guide and support students in the clinical environment (Bourbonnais and Kerr, 2007; Hallin and Danielson, 2008). The aim of this study was to provide a means of support to clinical supervisors of nursing students through a computer-based clinical supervisor educational package (CSEP) and to test the effectiveness of the CSEP. The effectiveness of the CSEP was determined by a pre-test-post-test evaluation sheet that included open and Likert scale questions. 4 regional hospitals in South Australia, Australia. 28 participants completed the questionnaire on their experience with the CSEP. Analysis of quantitative data utilised non-parametric testing with SPSS version 20. A Wilcoxon Signed Rank Test was performed on the Likert scale questions to establish any significant difference between the pre- and post-tests. The responses to the open-ended questions were thematically analysed separately by the two authors. The themes were then amalgamated. The results were then compared to find similarities or differences. The CSEP is an effective education package in promoting increased preparedness to supervise and increased confidence to promote learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

Understanding how residents' preferences for supervisory methods change throughout residency training: a mixed-methods study.

PubMed

Olmos-Vega, Francisco; Dolmans, Diana; Donkers, Jeroen; Stalmeijer, Renée E

2015-10-16

A major challenge for clinical supervisors is to encourage their residents to be independent without jeopardising patient safety. Residents' preferences according to level of training on this regard have not been completely explored. This study has sought to investigate which teaching methods of the Cognitive Apprenticeship (CA) model junior, intermediate and senior residents preferred and why, and how these preferences differed between groups. We invited 301 residents of all residency programmes of Javeriana University, Bogotá, Colombia, to participate. Each resident was asked to complete a Maastricht Clinical Teaching Questionnaire (MCTQ), which, being based on the teaching methods of CA, asked residents to rate the importance to their learning of each teaching method and to indicate which of these they preferred the most and why. A total of 215 residents (71 %) completed the questionnaire. All concurred that all CA teaching methods were important or very important to their learning, regardless of their level of training. However, the reasons for their preferences clearly differed between groups: junior and intermediate residents preferred teaching methods that were more supervisor-directed, such as modelling and coaching, whereas senior residents preferred teaching methods that were more resident-directed, such as exploration and articulation. The results indicate that clinical supervision (CS) should accommodate to residents' varying degrees of development by attuning the configuration of CA teaching methods to each level of residency training. This configuration should initially vest more power in the supervisor, and gradually let the resident take charge, without ever discontinuing CS.

Patterns in clinical students' self-regulated learning behavior: a Q-methodology study.

PubMed

Berkhout, Joris J; Teunissen, Pim W; Helmich, Esther; van Exel, Job; van der Vleuten, Cees P M; Jaarsma, Debbie A D C

2017-03-01

Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in undergraduate students' self-regulated learning behavior in the clinical environment, to improve tailored supervision, using Q-methodology. Q-methodology uses features of both qualitative and quantitative methods for the systematic investigation of subjective issues by having participants sort statements along a continuum to represent their opinion. We enrolled 74 students between December 2014 and April 2015 and had them characterize their learning behavior by sorting 52 statements about self-regulated learning behavior and explaining their response. The statements used for the sorting were extracted from a previous study. The data was analyzed using by-person factor analysis to identify clusters of individuals with similar sorts of the statements. The resulting factors and qualitative data were used to interpret and describe the patterns that emerged. Five resulting patterns were identified in students' self-regulated learning behavior in the clinical environment, which we labelled: Engaged, Critically opportunistic, Uncertain, Restrained and Effortful. The five patterns varied mostly regarding goals, metacognition, communication, effort, and dependence on external regulation for learning. These discrete patterns in students' self-regulated learning behavior in the clinical environment are part of a complex interaction between student and learning context. The results suggest that developing self-regulated learning behavior might best be supported regarding individual students' needs.

Biomedical Ph.D. students enrolled in two elite universities in the United kingdom and the United States report adopting multiple learning relationships.

PubMed

Kemp, Matthew W; Lazarus, Benjamin M; Perron, Gabriel G; Hanage, William P; Chapman, Elaine

2014-01-01

The ability to form multiple learning relationships is a key element of the doctoral learning environment in the biomedical sciences. Of these relationships, that between student and supervisor has long been viewed as key. There are, however, limited data to describe the student perspective on what makes this relationship valuable. In the present study, we discuss the findings of semi-structured interviews with biomedical Ph.D. students from the United Kingdom and the United States to: i) determine if the learning relationships identified in an Australian biomedical Ph.D. cohort are also important in a larger international student cohort; and ii) improve our understanding of student perceptions of value in their supervisory relationships. 32 students from two research intensive universities, one in the United Kingdom (n = 17), and one in the United States (n = 15) were recruited to participate in a semi-structured interview. Verbatim transcripts were transcribed, validated and analysed using a Miles and Huberman method for thematic analysis. Students reported that relationships with other Ph.D. students, post-doctoral scientists and supervisors were all essential to their learning. Effective supervisory relationships were perceived as the primary source of high-level project guidance, intellectual support and confidence. Relationships with fellow students were viewed as essential for the provision of empathetic emotional support. Technical learning was facilitated, almost exclusively, by relationships with postdoctoral staff. These data make two important contributions to the scholarship of doctoral education in the biomedical sciences. Firstly, they provide further evidence for the importance of multiple learning relationships in the biomedical doctorate. Secondly, they clarify the form of a 'valued' supervisory relationship from a student perspective. We conclude that biomedical doctoral programs should be designed to contain a minimum level of formalised structure to promote the development of multiple learning relationships that are perceived as key to student learning.

Biomedical Ph.D. Students Enrolled in Two Elite Universities in the United Kingdom and the United States Report Adopting Multiple Learning Relationships

PubMed Central

Kemp, Matthew W.; Lazarus, Benjamin M.; Perron, Gabriel G.; Hanage, William P.; Chapman, Elaine

2014-01-01

Objective The ability to form multiple learning relationships is a key element of the doctoral learning environment in the biomedical sciences. Of these relationships, that between student and supervisor has long been viewed as key. There are, however, limited data to describe the student perspective on what makes this relationship valuable. In the present study, we discuss the findings of semi-structured interviews with biomedical Ph.D. students from the United Kingdom and the United States to: i) determine if the learning relationships identified in an Australian biomedical Ph.D. cohort are also important in a larger international student cohort; and ii) improve our understanding of student perceptions of value in their supervisory relationships. Study Design 32 students from two research intensive universities, one in the United Kingdom (n = 17), and one in the United States (n = 15) were recruited to participate in a semi-structured interview. Verbatim transcripts were transcribed, validated and analysed using a Miles and Huberman method for thematic analysis. Results Students reported that relationships with other Ph.D. students, post-doctoral scientists and supervisors were all essential to their learning. Effective supervisory relationships were perceived as the primary source of high-level project guidance, intellectual support and confidence. Relationships with fellow students were viewed as essential for the provision of empathetic emotional support. Technical learning was facilitated, almost exclusively, by relationships with postdoctoral staff. Conclusions These data make two important contributions to the scholarship of doctoral education in the biomedical sciences. Firstly, they provide further evidence for the importance of multiple learning relationships in the biomedical doctorate. Secondly, they clarify the form of a ‘valued’ supervisory relationship from a student perspective. We conclude that biomedical doctoral programs should be designed to contain a minimum level of formalised structure to promote the development of multiple learning relationships that are perceived as key to student learning. PMID:25054473

Follow-up assessment of problem-based learning in dental alveolar surgery education: a pilot trial.

PubMed

Bai, Xiaofeng; Zhang, Xia; Wang, Xukai; Lu, Li; Liu, Qiang; Zhou, Qing

2017-06-01

Limited information exists on the effects of an oral and maxillofacial surgery integrated problem-based learning (PBL) course for dental undergraduates and the performance of these students after graduation. Therefore, we designed a PBL-implemented course with integrated dental alveolar surgery to evaluate its effects on the preparedness of graduates for clinical practice, their lifelong learning habits and their ability to collaborate, compared with the results of traditional courses. A randomised controlled trial was performed with 90 undergraduate students. The undergraduates were asked to perform a theoretical examination and to complete a clinical case analysis at the end of the course. Three years later, a follow-up survey was administered via a telephone interview and a questionnaire that measured self-perceived and supervisor-rated preparedness for clinical practice related to professional knowledge of dental alveolar surgery, lifelong learning habits, attitude and collaboration ability. All results were analysed using one-way analysis of variance (ANOVA) and a t-test. At the 3-year post-graduation time point, both PBL graduates and their supervisors rated their preparation for clinical practice as higher than those who received traditional lecture-based courses. In addition, the respondents in the PBL group believed that they were more likely than their counterparts in the traditional group to consult with professionals and other health-care staff members. No significant between-group differences were observed in the graduates' habits or lifelong learning attitudes. The PBL mode of teaching integrated dental alveolar surgery may improve preparedness for clinical practice and help undergraduates to develop the desire to collaborate. © 2017 FDI World Dental Federation.

Reducing workplace accidents through the use of leadership interventions: A quasi-experimental field study.

PubMed

Clarke, Sharon; Taylor, Ian

2018-05-15

There is increasing evidence to suggest that leaders need to use a combination of leader behaviors to successfully improve safety, including both transformational and transactional styles, but there has been limited testing of this idea. We developed a leadership intervention, based on supervisor training in both transformational and active transactional behaviors, and implemented it with supervisors at a UK-based chemical processing company. The study found that the supervisory training intervention led to significant improvements in perceived employee safety climate, over an eight-week period, relative to the comparison group. Although we found no change in the frequency of leader behaviors, the intervention was effective in helping supervisors to apply active transactional leader behaviors in a safety-critical context. The results indicated that transformational leader behaviors were already at a high level and effectively linked to safety. Our findings suggest not only that employees may be receptive to safety-related active transactional behaviors within high-risk situations, but furthermore, leaders can be trained to adjust their behaviors to focus more on active transactional behaviors in safety-critical contexts. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Neglected Half of Training.

ERIC Educational Resources Information Center

Michalak, Donald F.

1981-01-01

Evaluates the effects of various maintenance-of-behavior activities as experienced by supervisors of an industrial organization. Includes lists of activities, conclusions, and recommendations. (Author/JOW)

Amplifying human ability through autonomics and machine learning in IMPACT

NASA Astrophysics Data System (ADS)

Dzieciuch, Iryna; Reeder, John; Gutzwiller, Robert; Gustafson, Eric; Coronado, Braulio; Martinez, Luis; Croft, Bryan; Lange, Douglas S.

2017-05-01

Amplifying human ability for controlling complex environments featuring autonomous units can be aided by learned models of human and system performance. In developing a command and control system that allows a small number of people to control a large number of autonomous teams, we employ an autonomics framework to manage the networks that represent mission plans and the networks that are composed of human controllers and their autonomous assistants. Machine learning allows us to build models of human and system performance useful for monitoring plans and managing human attention and task loads. Machine learning also aids in the development of tactics that human supervisors can successfully monitor through the command and control system.

Linking subordinate political skill to supervisor dependence and reward recommendations: a moderated mediation model.

PubMed

Shi, Junqi; Johnson, Russell E; Liu, Yihao; Wang, Mo

2013-03-01

In this study, we examined the relations of subordinate political skill with supervisor's dependence on the subordinate and supervisor reward recommendation, as well as mediating (interaction frequency with supervisor) and moderating (supervisor political behavior) variables of these relations. Our theoretical model was tested using data collected from employees in a company that specialized in construction management. Analyses of multisource and lagged data from 53 construction management team supervisors and 296 subordinates indicated that subordinate political skill was positively related to supervisor reward recommendation via subordinate's interaction frequency with supervisor. Although interaction frequency with a supervisor was also positively related to the supervisor's dependence on the subordinate, the indirect effect of subordinate political skill on dependence was not significant. Further, both the relationship between subordinate political skill and interaction frequency with a supervisor and the indirect relationships between subordinate political skill and supervisor reward recommendation were stronger when supervisors exhibited more political behavior.

Professional School Counselors as Leaders and Active Participants in School Reform: A Phenomenological Exploratory Study to Examine the Perspectives of System-Level Supervisors of School Counselors

ERIC Educational Resources Information Center

Cicero, Gayle M.

2010-01-01

Professional school counselors' leadership capacity may well play a pivotal role in educational reform in the twenty-first century. Crucial to the success of this vision, supported by the American School Counseling Association, is the perspective of system-level supervisors of school counselors. This exploratory qualitative study employed in-depth…

Evaluation of an established learning portfolio.

PubMed

Vance, Gillian; Williamson, Alyson; Frearson, Richard; O'Connor, Nicole; Davison, John; Steele, Craig; Burford, Bryan

2013-02-01

The trainee-held learning portfolio is integral to the foundation programme in the UK. In the Northern Deanery, portfolio assessment is standardised through the Annual Review of Competence Progression (ARCP) process. In this study we aimed to establish how current trainees evaluate portfolio-based learning and ARCP, and how these attitudes may have changed since the foundation programme was first introduced. Deanery-wide trainee attitudes were surveyed by an electronic questionnaire in 2009 and compared with perceptions recorded during the pilot phase (2004-2005).  Many trainees continue to view the e-portfolio negatively. Indeed, significantly fewer trainees in 2009 thought that the e-portfolio was a 'good idea' or a 'worthwhile investment of time' than in 2005. Trainees remain unconvinced about the educational value of the e-portfolio: fewer trainees in 2009 regarded it as a tool that might help focus on training or recognise individual strengths and weaknesses. Issues around unnecessary bureaucracy persist. Current trainees tend to understand how to use the e-portfolio, but many did not know how much, or what evidence to collect. Few supervisors were reported to provide useful guidance on the portfolio. ARCP encouraged portfolio completion but did not give meaningful feedback to drive future learning.   Continued support is needed for both trainees and supervisors in portfolio-building skills and in using the e-portfolio as an educational tool. Trainee-tailored feedback is needed to ensure that portfolio-based assessment promotes lifelong, self-directed and reflective learners. © Blackwell Publishing Ltd 2013.

Workplace learning through peer groups in medical school clerkships.

PubMed

Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

2014-01-01

Purpose When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. Method We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. Results In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Conclusions Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

Workplace learning through peer groups in medical school clerkships.

PubMed

Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

2014-01-01

When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

[Legacy and promises from the teaching of Social Sciences in the Health field].

PubMed

Minayo, Maria Cecília de Souza

2012-12-01

The article analyzes the teaching and learning of social sciences in health sciences courses from the perspective of the curriculum and learning generated by research groups and thesis supervision activities. The author conducts a rereading of the classics and main contemporary scientists, based on the subarea's scientific output and her own personal experience as professor, researcher, and thesis supervisor. The article focuses on the tradition and teaching of the classics in social sciences, the main contemporary social theories, social sciences in health with an emphasis on teaching, and observations on the interface between teaching in social sciences and life sciences. The author concludes by highlighting the importance of work by social scientists in the health field and identifies the following problematic points: difficulties in dealing with mediations between the biological and the social; frequent subordination of foundations to techniques; and ideological and common-sense issues in the teaching and appropriation of Social Sciences in Health.

Theme--The Supervisor: Local, State and National.

ERIC Educational Resources Information Center

Barrick, R. Kirby; And Others

1985-01-01

The role of the local, state, and national supervisor is explored in these six articles. Specifically, they discuss changes in the supervisor's role, a team approach to national leadership, responsibilities of state supervisors, the role of the state supervisor, qualifications needed by a supervisor, and the local agriculture education supervisor.…

Educating the ambulance technician, paramedic, and clinical supervisor: using factor analysis to inform the curriculum

PubMed Central

Kilner, T

2004-01-01

Methods: Data generated by a Delphi study investigating the desirable attributes of ambulance technician, paramedic, and clinical supervisor were subject to factor analysis to explore inter-relations between the variables or desirable attributes. Variables that loaded onto any factor at a correlation level of >0.3 were included in the analysis. Results: Three factors emerged in each of the occupational groups. In respect of the ambulance technician these factors may be described as; core professional skills, individual and collaborative approaches to health and safety, and the management of self and clinical situations. For the paramedic the themes are; core professional skills, management of self and clinical situations, and approaches to health and safety. For the clinical supervisor there is again a theme described as core professional skills, with a further two themes described as role model and lifelong learning. Conclusions: The profile of desirable attributes emerging from this study are remarkably similar to the generic benchmark statements for health care programmes outlined by the Quality Assurance Agency for Higher Education. It seems that a case is emerging for a revision of the curriculum currently used for the education and training of ambulance staff, which is more suited to a consumer led health service and which reflects the broader professional base seen in programmes associated with other healthcare professions. This study has suggested outline content, and module structure for the education of the technician, paramedic, and clinical supervisor, based on empirical evidence. PMID:15107389

Situational awareness and information flow in prehospital emergency medical care from the perspective of paramedic field supervisors: a scenario-based study.

PubMed

Norri-Sederholm, Teija; Paakkonen, Heikki; Kurola, Jouni; Saranto, Kaija

2015-01-16

In prehospital emergency medical services, one of the key factors in the successful delivery of appropriate care is the efficient management and supervision of the area's emergency medical services units. Paramedic field supervisors have an important role in this task. One of the key factors in the daily work of paramedic field supervisors is ensuring that they have enough of the right type of information when co-operating with other authorities and making decisions. However, a gap in information sharing still exists especially due to information overload. The aim of this study was to find out what type of critical information paramedic field supervisors need during multi-authority missions in order to manage their emergency medical services area successfully. The study also investigated both the flow of information, and interactions with the paramedic field supervisors and the differences that occur depending on the incident type. Ten paramedic field supervisors from four Finnish rescue departments participated in the study in January-March 2012. The data were collected using semi-structured interviews based on three progressive real-life scenarios and a questionnaire. Data were analysed using deductive content analysis. Data management and analysis were performed using Atlas.ti 7 software. Five critical information categories were formulated: Incident data, Mission status, Area status, Safety at work, and Tactics. Each category's importance varied depending on the incident and on whether it was about information needed or information delivered by the paramedic field supervisors. The main communication equipment used to receive information was the authority radio network (TETRA). However, when delivering information, mobile phones and TETRA were of equal importance. Paramedic field supervisors needed more information relating to area status. Paramedic field supervisors communicate actively with EMS units and other authorities such as Emergency Medical Dispatch, police, and rescue services during the multi-authority incidents. This study provides knowledge about the critical information categories when receiving and sharing the information to obtain and maintain situational awareness. However, further research is needed to examine more the information flow in prehospital emergency care to enable a better understanding of required communication in situational awareness formation.

Perceptions on evaluative and formative functions of external supervision of Rwandan primary healthcare facilities: A qualitative study

PubMed Central

Schriver, Michael; Cubaka, Vincent Kalumire; Itangishaka, Sylvere; Nyirazinyoye, Laetitia; Kallestrup, Per

2018-01-01

Background External supervision of primary healthcare facilities in low- and middle-income countries often has a managerial main purpose in which the role of support for professional development is unclear. Aim To explore how Rwandan primary healthcare supervisors and providers (supervisees) perceive evaluative and formative functions of external supervision. Design Qualitative, exploratory study. Data Focus group discussions: three with supervisors, three with providers, and one mixed (n = 31). Findings were discussed with individual and groups of supervisors and providers. Results Evaluative activities occupied providers’ understanding of supervision, including checking, correcting, marking and performance-based financing. These were presented as sources of motivation, that in self-determination theory indicate introjected regulation. Supervisors preferred to highlight their role in formative supervision, which may mask their own and providers’ uncontested accounts that systematic performance evaluations predominated supervisors’ work. Providers strongly requested larger focus on formative and supportive functions, voiced as well by most supervisors. Impact of performance evaluation on motivation and professional development is discussed. Conclusion While external supervisors intended to support providers’ professional development, our findings indicate serious problems with this in a context of frequent evaluations and performance marking. Separating the role of supporter and evaluator does not appear as the simple solution. If external supervision is to improve health care services, it is essential that supervisors and health centre managers are competent to support providers in a way that transparently accounts for various performance pressures. This includes delivery of proper formative supervision with useful feedback, maintaining an effective supervisory relationship, as well as ensuring providers are aware of the purpose and content of evaluative and formative supervision functions. PMID:29462144

Work autonomy of certified nursing assistants in long-term care facilities: discrepant perceptions between nursing supervisors and certified nursing assistants.

PubMed

Liu, Li-Fan; Liu, Wei-Pei; Wang, Jong-Yi

2011-09-01

Despite increasing demand of certified nursing assistants (CNAs) in long-term care (LTC) facilities, their work autonomy delegated by nursing supervisors remains ambiguous and varied. This study investigates the CNAs' role in LTC facilities by examining the degrees of work autonomy of CNAs from the perspectives of nursing supervisors and CNAs. Whether the characteristics of institutions including ownership of facilities, bed size, staffing levels, and the occupancy rate affected the CNAs' work autonomy and delegations was also examined. A stratified random sampling method was used to sample LTC facilities in Taiwan. A self-administered structured questionnaire was answered by a senior nursing supervisor and CNA in each sampled institution for their perception of work autonomy in the 5 main aspects of CNAs' job contents: personal care, affiliated nursing care, auxiliary medical service, social care, and administration services. Student t test and general linear models (GLM) were used to test the mean differences of CNAs' work autonomy and their relationship with the institutions' characteristics. Nursing supervisors and CNAs both rated the highest scores of work autonomy in the aspect of personal care, and the lowest scores in the aspect of affiliated nursing care. However, the nursing supervisors expected higher work autonomy of CNAs on the work items particularly in affiliated nursing care and auxiliary medical services than did the CNAs (P < .05). The institutional-level factors were significantly associated with perceptions of nursing supervisors toward CNAs' work autonomy. The ownership (hospital-based or freestanding homes), sizes (capacity), occupancy rates, CNA staff numbers of the long-term care facilities, and resident numbers were related to the CNAs' work autonomy as perceived by their nursing supervisors. No difference between the aspects of administration activities and social care was seen. There are discordance views towards CNAs' work autonomy both in nursing supervisors and CNAs across different settings in LTC institutions. The characteristics of institutions influence perceptions of CNAs' work autonomy as perceived by nursing supervisors. Clear and mandated regulation of CNA job contents is needed for their work identity and autonomy to improve the quality of care in LTC facilities. Copyright © 2011 American Medical Directors Association. Published by Elsevier Inc. All rights reserved.

Elementary school science teachers' reflection for nature of science: Workshop of NOS explicit and reflective on force and motion learning activity

NASA Astrophysics Data System (ADS)

Patho, Khanittha; Yuenyong, Chokchai; Chamrat, Suthida

2018-01-01

The nature of science has been part of Thailand's science education curriculum since 2008. However, teachers lack of understanding about the nature of science (NOS) and its teaching, particularly element school science teachers. In 2012, the Science Institute of Thailand MOE, started a project of Elementary Science Teacher Professional Development to enhance their thinking about the Nature of Science. The project aimed to enhance teachers' understanding of NOS, science teaching for explicit and reflective NOS, with the aim of extending their understanding of NOS to other teachers. This project selected 366 educational persons. The group was made up of a teacher and a teacher supervisor from 183 educational areas in 74 provinces all Thailand. The project provided a one week workshop and a year's follow up. The week-long workshop consisted of 11 activities of science teaching for explicit reflection on 8 aspects of NOS. Workshop of NOS explicit and reflective on force and motion learning activity is one of eight activities. This activity provided participants to learn force and motion and NOS from the traditional toy "Bang-Poh". The activity tried to enhance participants to explicit NOS for 5 aspects including empirical basis, subjectivity, creativity, observation and inference, and sociocultural embeddedness. The explicit NOS worksheet provided questions to ask participants to reflect their existing ideas about NOS. The paper examines elementary school science teachers' understanding of NOS from the force and motion learning activity which provided explicit reflection on 5 NOS aspects. An interpretive paradigm was used to analyse the teachers' reflections in a NOS worksheet. The findings indicated that majority of them could reflect about the empirical basis of science and creativity but few reflected on observation and inference, or sociocultural embeddedness. The paper will explain the teachers' NOS thinking and discuss the further enhancing of their understanding and organizing NOS explicit and reflective science teaching.

Ecological Mindfulness, Spirituality, and Life-Long (Hybrid, Dialogical) Learning: A Tribute to Michiel Van Eijck

ERIC Educational Resources Information Center

Roth, Wolff-Michael

2015-01-01

In this tribute, I articulate the contributions Michiel van Eijck made to science education, as experienced through our relation, which ranged from supervisor and colleague to friend. His ecological thinking about human knowing, which was reflected in his spiritual inclinations, constitutes his legacy that will have an impact on our field for…

7 CFR 1806.4 - Examining and general servicing of insurance.

Code of Federal Regulations, 2014 CFR

2014-01-01

... protect the interests of the Government. (2) Transfer of property. (i) When a borrower or transferee requests the consent of FmHA or its successor agency under Public Law 103-354 to a transfer of the security property which already has been made, or when the County Supervisor learns that any such transfer has been...

7 CFR 1806.4 - Examining and general servicing of insurance.

Code of Federal Regulations, 2013 CFR

2013-01-01

... protect the interests of the Government. (2) Transfer of property. (i) When a borrower or transferee requests the consent of FmHA or its successor agency under Public Law 103-354 to a transfer of the security property which already has been made, or when the County Supervisor learns that any such transfer has been...

7 CFR 1806.4 - Examining and general servicing of insurance.

Code of Federal Regulations, 2012 CFR

2012-01-01

... protect the interests of the Government. (2) Transfer of property. (i) When a borrower or transferee requests the consent of FmHA or its successor agency under Public Law 103-354 to a transfer of the security property which already has been made, or when the County Supervisor learns that any such transfer has been...

A Mixed Methods Examination of the Influence of Dimensions of Support on Training Transfer

ERIC Educational Resources Information Center

Schindler, Laura A.; Burkholder, Gary J.

2016-01-01

The purpose of this mixed methods sequential explanatory study was to explore how specific dimensions of supervisor support (mentoring, coaching, social support, and task support) influence the transfer of learned knowledge and skills to the job. Quantitative data were collected from employees (N = 48) who develop curriculum at an educational…

Advanced Placement Computer Science (with Pascal). Teacher's Guide. Volume 1. Second Edition.

ERIC Educational Resources Information Center

Farkouh, Alice; And Others

The purpose of this guide is to give teachers and supervisors a working knowledge of various approaches to enhancing pupil learning about computer science, particularly through the use of Pascal. It contains instructional units dealing with: (1) computer components; (2) computer languages; (3) compilers; (4) essential features of a Pascal program;…

Cooperation Structures in Preservice Teacher Education Programmes and Their Effects on Beginning Teachers' Classroom Performance.

ERIC Educational Resources Information Center

Brouwer, Niels

In this paper the first descriptive results of a longitudinal study of organization and learning effects of 24 preservice teacher education programs are reported. Between August 1982 and November 1986 different kinds of qualitative as well as quantitative data were collected among 357 students and their 31 university supervisors and 128…

Five Heads Are Better than One: Preliminary Results of Team-Based Learning in a Communication Disorders Graduate Course

ERIC Educational Resources Information Center

Epstein, Baila

2016-01-01

Background: Clinical problem-solving is fundamental to the role of the speech-language pathologist in both the diagnostic and treatment processes. The problem-solving often involves collaboration with clients and their families, supervisors, and other professionals. Considering the importance of cooperative problem-solving in the profession,…

Training Teachers to Assess the Challenging Behaviors of Students with Autism Using Video Tele-Conferencing

ERIC Educational Resources Information Center

Machalicek, Wendy; O'Reilly, Mark F.; Rispoli, Mandy; Davis, Tonya; Lang, Russell; Franco, Jessica Hetlinger; Chan, Jeffrey M.

2010-01-01

We examined the effects of performance feedback provided via video tele-conferencing (VTC) on the acquisition of functional analysis procedures by six teachers. A university supervisor used VTC equipment (i.e., computers equipped with web cameras and Internet) to provide feedback to teachers learning to implement functional analysis conditions…

Conservation Experiences for Children. Bulletin, 1957, No. 16

ERIC Educational Resources Information Center

Bathurst, Effie G.; Hill, Wilhelmina

1957-01-01

This bulletin for teachers and supervisors tells how children of the United States are learning to conserve the Nation's reserves of soil, water, forests, fish, wildlife, minerals, and other natural resources. The purpose of this bulletin is to serve as a source of good practices to be dipped into as needed for ideas, not necessarily to be read…

Sheep Stockmanship (Lambing). Youth Training Scheme. Core Exemplar Work Based Project.

ERIC Educational Resources Information Center

Further Education Staff Coll., Blagdon (England).

This trainer's guide is intended to assist supervisors of work-based career training projects in helping students gather and record information about sheep breeding, learn about treatment of diseases, prepare the lambing area, and assist with the aftercare of lambs and ewes. The guide is one in a series of core curriculum modules that is intended…

Windows into Classrooms: Using ICT to Facilitate Regional, Rural and Remote Practicum and Teacher Professional Learning

ERIC Educational Resources Information Center

Romeo, Geoff; Gronn, Donna; McNamara, Sue; Teo, Yiong Hwee

2012-01-01

The purpose of this study was to field-test several conferencing technologies in regional schools in Victoria to determine whether the technologies are appropriate for the needs of the university supervisor, trainee teachers and supervising teachers with regard to practicum placements. The study also explored the potential of technology for other…

Enabling Connections in Postgraduate Supervision for an Applied eLearning Professional Development Programme

ERIC Educational Resources Information Center

Donnelly, Roisin

2013-01-01

This article describes the practice of postgraduate supervision on a blended professional development programme for academics, and discusses how connectivism has been a useful lens to explore a complex form of instruction. By examining the processes by which supervisors and their students on a two-year part-time masters in Applied eLearning…

Examining the Impact of Strength and Conditioning Internships on Exercise and Sport Science Undergraduate Students

ERIC Educational Resources Information Center

Desai, Farzanah; Seaholme, Tim

2018-01-01

The aim of this study was to evaluate undergraduate exercise and sport science students' learning experiences in a strength and conditioning internship. There was a special emphasis on the interns' personal development, the influence of supervision (academic supervisor functioning as a dual professional) and feedback on their development as a…

Experiences of Educational Content in Swedish Technical Vocational Education: Examples from the Energy and Industry Programmes

ERIC Educational Resources Information Center

Kilbrink, Nina; Bjurulf, Veronica; Olin-Scheller, Christina; Tengberg, Michael

2014-01-01

In this study, teachers and workplace supervisors in two vocational programmes at a Swedish upper secondary school were interviewed about their experiences of what is important to teach and learn during vocational education. The interviews were analysed thematically by the qualitative method analysis of narratives concerning what the informants…

Accounting for Money. Supervising: Economic and Financial Aspects. The Choice Series #70. A Self Learning Opportunity.

ERIC Educational Resources Information Center

Bainbridge, Dennis

This student guide is intended to assist persons employed as supervisors in accounting for money. Discussed in the first four sections are the following topics: the need for accounts; financial accounting (basics of financial accounting, creditors and debtors, assets and liabilities, and balance sheets); cost and management accounting (company,…

7 CFR Exhibit A to Subpart A of... - Memorandum of Understanding Between Commodity Credit Corporation and Farmers Home Administration...

Code of Federal Regulations, 2011 CFR

2011-01-01

... SERVICE, RURAL BUSINESS-COOPERATIVE SERVICE, RURAL UTILITIES SERVICE, AND FARM SERVICE AGENCY, DEPARTMENT... against the loan(s) secured by such lien: 1. When an FHA County Supervisor learns that an FHA borrower has... peanut producer cooperative marketing associations through which CCC makes price support available to...

The Purposes and Processes of Master's Thesis Supervision: A Comparison of Chinese and Dutch Supervisors

ERIC Educational Resources Information Center

Hu, Yanjuan; van der Rijst, Roeland Matthijs; van Veen, Klaas; Verloop, Nico

2016-01-01

The number of international Chinese students enrolled in research programmes in Western universities is growing. To provide effective research supervision to these students, it is helpful to understand the similarities and differences in the supervision process between the host country and their home country. We explored which learning outcomes…

Health and Safety. Supervising: Industrial Relations. The Choice Series #84. A Self Learning Opportunity.

ERIC Educational Resources Information Center

McCall, Matthew S.

This student guide is intended to assist persons employed as supervisors in understanding and practicing principles of occupational health and safety. Discussed in the first three sections are the following topics: health and safety at work (causes of accidents, ways of dealing with and reporting accidents, procedures for preventing accidents and…

Integrating Assessment Matrices in Feedback Loops to Promote Research Skill Development in Postgraduate Research Projects

ERIC Educational Resources Information Center

Venning, Jackie; Buisman-Pijlman, Femke

2013-01-01

Assessment tasks can focus student efforts in what they choose to study. This paper describes the development and initial application of an assessment matrix to support student learning in postgraduate research studies at the University of Adelaide. Students and supervisors in the multi-disciplinary Master programmes also benefit from the clear…

OUTLINE FOR OCCUPATIONAL HOME ECONOMICS COURSE IN COMMERCIAL SEWING AND ALTERATIONS.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery. Home Economics Service.

THE EXPERIMENTAL OUTLINE IS FOR TEACHER USE IN PLANNING A 2-SEMESTER COURSE TO PREPARE 11TH AND 12TH GRADE STUDENTS FOR ENTRY LEVEL COMMERCIAL CLOTHING JOBS SUCH AS ALTERERS, SEWING MACHINE OPERATORS, AND DRAPERY AND SLIPCOVER SEAMSTRESSES. IT WAS DEVELOPED BY VOCATIONAL HOME ECONOMICS TEACHERS AND STATE SUPERVISORS. STUDENTS LEARN TO PERFORM…

Reaching ELLs with Mobile Devices

ERIC Educational Resources Information Center

Ullman, Ellen

2010-01-01

This article profiles Grace Poli, a creative media specialist and technology supervisor at Union City (New Jersey) High School, who uses iPods to engage with students learning English. This area has a high population of limited-English speakers, many of whom come in to the district with no formal education. Poli was determined to find a way to use…

Training supervisors of primary health workers.

PubMed

Bennett, F J

1982-01-01

This article draws on experience gained working with an international agency that provides assistance to primary health care programs, and deals briefly with some of the issues involved in training of supervisors of primary health workers (PHWs). The job of supervising PHWs is best described by the word "support," which takes the form of technical guidance, assistance with problems and referrals, provision of supplies, continuing education, monitoring of activities, checking and analysis of records, and discussion and coordinaiton of health care management with the community. A list of the duties of a supervisor is provided, all of which are based on the ability to form a helping relationship. Training requires field work, team work, and multisectorial exposure, and probably the best way to gain some ideas of the PHWs role in the community is to participate in the training program of the PHW. Supervisors also need some knowledge and skills in community diagnosis, simple field epidemiology, and statistical determinations in addition to managerial skills and a broad outlook on community problems. In training supervisors, the emphasis should be as practical as possible, remembering that the reality for which most supervisors are needed is rural primary health care. The content of training is summarized and a list of items to monitor in supervisory visits is given. This training requires considerable thought as to content and method, as it must shape not only cognitive skills for a disciplinary-administrative role, but also communicative skills for a counseling-educational role.

Senior paediatric specialist registrars' experience in management.

PubMed

Bindal, Taruna; Wall, David; Goodyear, Helen M

2010-06-01

There is an increasing focus on trainees acquiring management skills which form part of college curricula and the guidance provided by the General Medical Council in the UK. To explore the managerial learning activities of senior paediatric specialist registrars (SpRs). Questionnaire study; West Midlands region, UK; senior paediatric SpRs in the last 2 years of training. A 17 item questionnaire was sent by post to all 45 paediatric SpRs in the last 2 years of training. A follow-up email was sent to non-responders. 87% (39/45) SpRs completed a questionnaire. All had participated in clinical managerial activities with 44% (17/39) doing >or=4 h per week. Popular activities were teaching and development of treatment guidelines. Non-clinical managerial experience, mainly rota management and teaching programme organisation, was limited with 64% (25/39) doing

Enhancing the Supervision of Community Health Workers With WhatsApp Mobile Messaging: Qualitative Findings From 2 Low-Resource Settings in Kenya.

PubMed

Henry, Jade Vu; Winters, Niall; Lakati, Alice; Oliver, Martin; Geniets, Anne; Mbae, Simon M; Wanjiru, Hannah

2016-06-20

An estimated half of all mobile phone users in Kenya use WhatsApp, an instant messaging platform that provides users an affordable way to send and receive text messages, photos, and other media at the one-to-one, one-to-many, many-to-one, or many-to-many levels. A mobile learning intervention aimed at strengthening supervisory support for community health workers (CHWs) in Kibera and Makueni, Kenya, created a WhatsApp group for CHWs and their supervisors to support supervision, professional development, and team building. We analyzed 6 months of WhatsApp chat logs (from August 19, 2014, to March 1, 2015) and conducted interviews with CHWs and their supervisors to understand how they used this instant messaging tool. During the study period, 1,830 posts were made by 41participants. Photos were a key component of the communication among CHWs and their supervisors: 430 (23.4%) of all posts contained photos or other media. Of the remaining 1,400 text-based posts, 87.6% (n = 1,227) related to at least 1 of 3 defined supervision objectives: (1) quality assurance, (2) communication and information, or (3) supportive environment. This supervision took place in the context of posts about the roll out of the new mobile learning intervention and the delivery of routine health care services, as well as team-building efforts and community development. Our preliminary investigation demonstrates that with minimal training, CHWs and their supervisors tailored the multi-way communication features of this mobile instant messaging technology to enact virtual one-to-one, group, and peer-to-peer forms of supervision and support, and they switched channels of communication depending on the supervisory objectives. We encourage additional research on how health workers incorporate mobile technologies into their practices to develop and implement effective supervisory systems that will safeguard patient privacy, strengthen the formal health system, and create innovative forms of community-based, digitally supported professional development for CHWs. © Henry et al.

Enhancing the Supervision of Community Health Workers With WhatsApp Mobile Messaging: Qualitative Findings From 2 Low-Resource Settings in Kenya

PubMed Central

Henry, Jade Vu; Winters, Niall; Lakati, Alice; Oliver, Martin; Geniets, Anne; Mbae, Simon M; Wanjiru, Hannah

2016-01-01

ABSTRACT An estimated half of all mobile phone users in Kenya use WhatsApp, an instant messaging platform that provides users an affordable way to send and receive text messages, photos, and other media at the one-to-one, one-to-many, many-to-one, or many-to-many levels. A mobile learning intervention aimed at strengthening supervisory support for community health workers (CHWs) in Kibera and Makueni, Kenya, created a WhatsApp group for CHWs and their supervisors to support supervision, professional development, and team building. We analyzed 6 months of WhatsApp chat logs (from August 19, 2014, to March 1, 2015) and conducted interviews with CHWs and their supervisors to understand how they used this instant messaging tool. During the study period, 1,830 posts were made by 41participants. Photos were a key component of the communication among CHWs and their supervisors: 430 (23.4%) of all posts contained photos or other media. Of the remaining 1,400 text-based posts, 87.6% (n = 1,227) related to at least 1 of 3 defined supervision objectives: (1) quality assurance, (2) communication and information, or (3) supportive environment. This supervision took place in the context of posts about the roll out of the new mobile learning intervention and the delivery of routine health care services, as well as team-building efforts and community development. Our preliminary investigation demonstrates that with minimal training, CHWs and their supervisors tailored the multi-way communication features of this mobile instant messaging technology to enact virtual one-to-one, group, and peer-to-peer forms of supervision and support, and they switched channels of communication depending on the supervisory objectives. We encourage additional research on how health workers incorporate mobile technologies into their practices to develop and implement effective supervisory systems that will safeguard patient privacy, strengthen the formal health system, and create innovative forms of community-based, digitally supported professional development for CHWs. PMID:27353623

Implementation of interprofessional learning activities in a professional practicum: The emerging role of technology.

PubMed

Brault, Isabelle; Therriault, Pierre-Yves; St-Denis, Louise; Lebel, Paule

2015-01-01

To prepare future healthcare professionals to collaborate effectively, many universities have developed interprofessional education programs (IPE). Till date, these programs have been mostly courses or clinical simulation experiences. Few attempts have been made to pursue IPE in healthcare clinical settings. This article presents the results of a pilot project in which interprofessional learning activities (ILAs) were implemented during students' professional practicum and discusses the actual and potential use of informatics in the ILA implementation. We conducted a pilot study in four healthcare settings. Our analysis is based on focus group interviews with trainees, clinical supervisors, ILA coordinators, and education managers. Overall, ILAs led to better clarification of roles and understanding of each professional's specific expertise. Informatics was helpful for developing a common language about IPE between trainees and healthcare professionals; opportunities for future application of informatics were noted. Our results support the relevance of ILAs and the value of promoting professional exchanges between students of different professions, both in academia and in the clinical setting. Informatics appears to offer opportunities for networking among students from different professions and for team members' professional development. The use of technology facilitated communication among the participants.

Implementation of systematic instruction to increase client engagement in a day habilitation program.

PubMed

Crites, Steven A; Howard, Barbara H

2011-03-01

Individuals with severe disability exiting school are likely to be enrolled in day activity and sheltered workshops at least as often as in supported employment. Such facilities are often staffed by paraprofessionals who may not have the skills to engage clients in meaningful activities. This article describes a 3-phase staff training project designed to increase client engagement in an adult habilitation centre. The first phase of the project was to develop curriculum guidelines. The second phase was conducting a series of training for paraprofessional staff. And the third was the implementation of the clinical experience. The first author conducted a graduate level methods class on site at the adult habilitation centre. Staff participants (paraprofessional staff, supervisors, and graduate students) learned the components of systematic instruction and developed and implemented activities for clients. Engagement was measured before and after the 5-week clinical experience. The engagement of clients increased with the implementation of systematic instruction following staff training. The implications are discussed.

The Content and Frequency of Supervisor Self-Disclosures and Their Relationship to Supervisor Style and the Supervisory Working Alliance.

ERIC Educational Resources Information Center

Lehrman-Waterman, Deborah E.; Ladany, Nicholas

1999-01-01

This study of 105 trainees revealed that supervisors most frequently self-disclosed personal issues, neutral counseling experiences, and counseling struggles. Supervisor self-disclosures were related to supervisor style and supervisor relationship. (Author)

More than a checklist: a realist evaluation of supervision of mid-level health workers in rural Guatemala.

PubMed

Hernández, Alison R; Hurtig, Anna-Karin; Dahlblom, Kjerstin; San Sebastián, Miguel

2014-03-06

Mid-level health workers (MLHWs) form the front-line of service delivery in many low- and middle-income countries. Supervision is a critical institutional intervention linking their work to the health system, and it consists of activities intended to support health workers' motivation and enable them to perform. However its impact depends not only on the frequency of these activities but also how they are carried out and received. This study aims to deepen understanding of the mechanisms through which supervision activities support the performance of auxiliary nurses, a cadre of MLHWs, in rural Guatemala. A multiple case study was conducted to examine the operation of supervision of five health posts using a realist evaluation approach. A program theory was formulated describing local understanding of how supervision activities are intended to work. Data was collected through interviews and document review to test the theory. Analysis focused on comparison of activities, outcomes, mechanisms and the influence of context across cases, leading to revision of the program theory. The supervisor's orientation was identified as the main mechanism contributing to variation observed in activities and their outcomes. Managerial control was the dominant orientation, reflecting the influence of standardized performance criteria and institutional culture. Humanized support was present in one case where the auxiliary nurse was motivated by the sense that the full scope of her work was valued. This orientation reflected the supervisor's integration of her professional identity as a nurse. The nature of the support health workers received was shaped by supervisors' orientation, and in this study, nursing principles were central to humanized support. Efforts to strengthen the support that supervision provides to MLHWs should promote professional ethos as a means of developing shared performance goals and orient supervisors to a more holistic view of the health worker and their work.

Shared learning in general practice--facilitators and barriers.

PubMed

van de Mortel, Thea; Silberberg, Peter; Ahern, Christine

2013-03-01

Capacity for teaching in general practice clinics is limited. Shared learning sessions are one form of vertically integrated teaching that may ameliorate capacity constraints. This study sought to understand the perceptions of general practitioner supervisors, learners and practice staff of the facilitators of shared learning in general practice clinics. Using a grounded theory approach, semistructured interviews were conducted and analysed to generate a theory about the topic. Thirty-five stakeholders from nine general practices participated. Facilitators of shared learning included enabling factors such as small group facilitation skills, space, administrative support and technological resources; reinforcing factors such as targeted funding, and predisposing factors such as participant attributes. Views from multiple stakeholders suggest that the implementation of shared learning in general practice clinics would be supported by an ecological approach that addresses all these factors.

General practitioner registrars' experiences of multisource feedback: a qualitative study.

PubMed

Findlay, Nigel

2012-09-01

To explore the experiences of general practitioner (GP) specialty training registrars, thereby generating more understanding of the ways in which multisource feedback impacts upon their self-perceptions and professional behaviour, and provide information that might guide its use in the revalidation process of practising GPs. Complete transcripts of semi-structured, audio-taped qualitative interviews were analysed using the constant comparative method, to describe the experiences of multisource feedback for individual registrars. Five GP registrars participated. The first theme to emerge was the importance of the educational supervisor in encouraging the registrar through the emotional response, then facilitating interpretation of feedback and personal development. The second was the differing attitudes to learning and development, which may be in conflict with threats to self-image. The current RCGP format for obtaining multisource feedback for GP registrars may not always be achieving its purpose of challenging self-perceptions and motivating improved performance. An enhanced qualitative approach, through personal interviews rather than anonymous questionnaires, may provide a more accurate picture. This would address the concerns of some registrars by reducing their logistical burden and may facilitate more constructive feedback. The educational supervisor has an important role in promoting personal development, once this feedback is shared. The challenge for teaching organisations is to create a climate of comfort for learning, yet encourage learning beyond a 'comfort zone'.

Stakeholders' views of shared learning models in general practice: a national survey.

PubMed

van de Mortel, Thea; Silberberg, Peter; Ahern, Christine; Pit, Sabrina

2014-09-01

The number of learners requiring general practice placements creates supervisory capacity constraints. This research examined how a shared learning model may affect training capacity. The number of learners requiring general practice placements creates supervisory capacity constraints. This research examined how a shared learning model may affect training capacity. A total of 1122 surveys were completed: 75% of learners had participated in shared learning; 25% of multi-level learner practices were not using shared learning. Learners were positive about shared learning (4.3-4.4/5), considering it an effective way to learn that created training capacity (4.1-4.2/5). 79-88% of learners preferred a mixture of one-to-one teaching and shared learning. Supervisors thought shared learning was more cost- and time-efficient, and created training capacity (4.3-4.4/5). Shared learning models have the potential to increase GP training capacity. Many practices are not utilising shared learning, representing capacity loss. Regional training providers should emphasise positive aspects of shared learning to facilitate uptake.

Teaching and learning in out-patient clinics.

PubMed

Williamson, James

2012-10-01

Out-patient clinics offer trainees one of the most varied clinical experiences within the hospital setting, but they are often chaotic and over-stretched, with limited time for teaching. An awareness of how to improve this learning environment by both trainers and trainees may enhance learning opportunities. Clinical supervisors need to balance educational and service commitments, while maintaining a high quality of patient care. Supervision features observation and the sharing of clinical and continual feedback, which can improve clinical performance. Trainers must closely monitor the abilities of the trainee and gradually increase their responsibility and clinical load. The application of learning theory to the workplace can improve learning opportunities. Trainers should have some control over the environment, both the physical attributes (room availability, staffing levels and allocated consultation time) and the harder to measure aspects, such as the ethos of the department and attitudes to teaching. The creation of a community of practice within out-patient clinics can strengthen both the collective knowledge of the team and its role in treating patients. The active involvement of trainees within this social environment (for example, by performing independent consultations) validates their role in the care of patients and enhances their learning. To maximise the learning opportunities within out-patient clinics there needs to be a shift in culture to promote learning in a safe and non-threatening environment. The establishment of a community of practice may validate the role of trainees in the management of patients and facilitate social learning by all members of the clinical team. © Blackwell Publishing Ltd 2012.

Paediatric trainee supervision: management changes and perceived education value.

PubMed

van den Boom, Mirjam; Pinnock, Ralph; Weller, Jennifer; Reed, Peter; Shulruf, Boaz

2012-07-01

Supervision in postgraduate training is an under-researched area. We measured the amount, type and effect of supervision on patient care and perceived education value in a general paediatric service. We designed a structured observation form and questionnaire to document the type, duration and effect of supervision on patient management and perceived education value. Most supervision occurred without the paediatrician confirming the trainee's findings. Direct observation of the trainee was rare. Management was changed in 30% of patients seen on the inpatient ward round and in 42% of the patients discussed during the chart reviews but not seen by the paediatrician. Management was changed in 48% of the cases when the paediatrician saw the patient with the trainee in outpatients but in only 21% of patients when the patient was but not seen. Changes made to patient management, understanding and perceived education value, differed between inpatient and out patient settings. There was more impact when the paediatrician saw the patient with the trainee in outpatients; while for inpatients, the opposite was true. Trainees rated the value of the supervision more highly than their supervisors did. Trainees' comments on what they learnt from their supervisor related almost exclusively to clinical knowledge rather than professional behaviours. We observed little evidence of supervisors directly observing trainees and trainees learning professional behaviours. A review of supervisory practices to promote more effective learning is needed. Communicating to paediatricians the value their trainees place on their input could have a positive effect on their engagement in supervision. © 2012 The Authors. Journal of Paediatrics and Child Health © 2012 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

Is psychiatry an art or a science? The views of psychiatrists and trainees.

PubMed

Chur-Hansen, Anna; Parker, Damon

2005-12-01

It is generally considered by many practitioners that psychiatry is an art, that is, one of the humanities, as well as being a science. We systematically collected the views of practitioners and trainee psychiatrists regarding the question 'Is psychiatry an art or a science?' Eleven supervisors and nine trainees were interviewed and their responses analysed, using a qualitative method, the modified framework approach. Several themes emerged from the data: that 'art' and 'science' are different; psychiatry as a discipline is difficult to define; psychiatry demands a broader range of skills than other medical specialties; the relationship of psychology to psychiatry; supervisor cynicism to the 'science' of psychiatry; and the 'art' and 'science' of the assessment process. The tension that exists within the profession's identity as a discipline has important implications for teaching, learning, and clinical and research practices.

How personality traits affect clinician-supervisors' work engagement and subsequently their teaching performance in residency training.

PubMed

Scheepers, Renée A; Arah, Onyebuchi A; Heineman, Maas Jan; Lombarts, Kiki M J M H

2016-11-01

Clinician-supervisors often work simultaneously as doctors and teachers. Supervisors who are more engaged for their teacher work are evaluated as better supervisors. Work engagement is affected by the work environment, yet the role of supervisors' personality traits is unclear. This study examined (i) the impact of supervisors' personality traits on work engagement in their doctors' and teachers' roles and (ii) how work engagement in both roles affects their teaching performance. Residents evaluated supervisors' teaching performance, using the validated System for Evaluation of Teaching Qualities. Supervisors' reported work engagement in doctor and teacher roles separately using the validated Utrecht Work Engagement Scale. Supervisors' personality traits were measured using the Big Five Inventory's five factor model covering conscientiousness, agreeableness, extraversion, emotional stability and openness. Overall, 549 (68%) residents and 636 (78%) supervisors participated. Conscientiousness, extraversion and agreeableness were positively associated with supervisors' engagement in their teacher work, which was subsequently positively associated with teaching performance. Conscientious, extraverted, and agreeable supervisors showed more engagement with their teacher work, which made them more likely to deliver adequate residency training. In addition to optimizing the work environment, faculty development and career planning could be tailor-made to fit supervisors' personality traits.

Educating psychotherapy supervisors.

PubMed

Watkins, C Edward

2012-01-01

What do we know clinically and empirically about the education of psychotherapy supervisors? In this paper, I attempt to address that question by: (1) reviewing briefly current thinking about psychotherapy supervisor training; and (2) examining the available research where supervisor training and supervision have been studied. The importance of such matters as training format and methods, supervision topics for study, supervisor development, and supervisor competencies are considered, and some prototypical, competency-based supervisor training programs that hold educational promise are identified and described. Twenty supervisor training studies are critiqued, and their implications for practice and research are examined. Based on this review of training programs and research, the following conclusions are drawn: (1) the clinical validity of supervisor education appears to be strong, solid, and sound, (2) although research suggests that supervisor training can have value in stimulating the development of supervisor trainees and better preparing them for the supervisory role, any such base of empirical support or validity should be regarded as tentative at best; and (3) the most formidable challenge for psychotherapy supervisor education may well be correcting the imbalance that currently exists between clinical and empirical validity and "raising the bar" on the rigor, relevance, and replicability of future supervisor training research.

Anatomy by whole body dissection: a focus group study of students' learning experience.

PubMed

Burgess, Annette; Ramsey-Stewart, George

2015-01-01

The social construction of knowledge within medical education is essential for learning. Students' interactions within groups and associated learning artifacts can meaningfully impact learning. Situated cognition theory poses that knowledge, thinking, and learning are located in experience. In recent years, there has been a reported decline in time spent on anatomy by whole body dissection (AWBD) within medical programs. However, teaching by surgeons in AWBD provides unique opportunities for students, promoting a deeper engagement in learning. In this study, we apply situated cognition theory as a conceptual framework to explore students' perceptions of their learning experience within the 2014 iteration of an 8-week elective AWBD course. At the end of the course, all students (n=24) were invited to attend one of three focus groups. Framework analysis was used to code and categorize data into themes. In total, 20/24 (83%) students participated in focus groups. Utilizing situated cognition theory as a conceptual framework, we illustrate students' learning experiences within the AWBD course. Students highlighted opportunities to create and reinforce their own knowledge through active participation in authentic dissection tasks; guidance and clinical context provided by surgeons as supervisors; and the provision of an inclusive learning community. Situated cognition theory offers a valuable lens through which to view students' learning experience in the anatomy dissection course. By doing so, the importance of providing clinical relevance to medical teaching is highlighted. Additionally, the value of having surgeons teach AWBD and the experience they share is illustrated. The team learning course design, with varying teaching methods and frequent assessments, prompting student-student and student-teacher interaction, was also beneficial for student learning.

5 CFR 950.108 - Preventing coercive activity.

Code of Federal Regulations, 2011 CFR

2011-01-01

... PRIVATE VOLUNTARY ORGANIZATIONS General Provisions § 950.108 Preventing coercive activity. True voluntary... Section 950.108 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE... the supervisor's unit or organization. ...

5 CFR 950.108 - Preventing coercive activity.

Code of Federal Regulations, 2012 CFR

2012-01-01

... PRIVATE VOLUNTARY ORGANIZATIONS General Provisions § 950.108 Preventing coercive activity. True voluntary... Section 950.108 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE... the supervisor's unit or organization. ...

5 CFR 950.108 - Preventing coercive activity.

Code of Federal Regulations, 2013 CFR

2013-01-01

... PRIVATE VOLUNTARY ORGANIZATIONS General Provisions § 950.108 Preventing coercive activity. True voluntary... Section 950.108 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE... the supervisor's unit or organization. ...

5 CFR 950.108 - Preventing coercive activity.

Code of Federal Regulations, 2014 CFR

2014-01-01

... PRIVATE VOLUNTARY ORGANIZATIONS General Provisions § 950.108 Preventing coercive activity. True voluntary... Section 950.108 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE... the supervisor's unit or organization. ...

How do social networks and faculty development courses affect clinical supervisors' adoption of a medical education innovation? An exploratory study.

PubMed

Jippes, Erik; Steinert, Yvonne; Pols, Jan; Achterkamp, Marjolein C; van Engelen, Jo M L; Brand, Paul L P

2013-03-01

To examine the impact of social networks and a two-day faculty development course on clinical supervisors' adoption of an educational innovation. During 2007-2010, 571 residents and 613 clinical supervisors in four specialties in the Netherlands were invited to complete a Web-based questionnaire. Residents rated their clinical supervisors' adoption of an educational innovation, the use of structured and constructive (S&C) feedback. Clinical supervisors self-assessed their adoption of this innovation and rated their communication intensity with other clinical supervisors in their department. For each supervisor, a centrality score was calculated, representing the extent to which the supervisor was connected to departmental colleagues. The authors analyzed the effects of supervisor centrality and participation in a two-day Teach-the-Teacher course on the degree of innovation adoption using hierarchical linear modeling, adjusting for age, gender, and attitude toward the S&C feedback innovation. Respondents included 370 (60%) supervisors and 357 (63%) residents. Although Teach-the-Teacher course participation (n=172; 46.5%) was significantly related to supervisors' self-assessments of adoption (P=.001), it had no effect on residents' assessments of supervisors' adoption (P=.371). Supervisor centrality was significantly related to innovation adoption in both residents' assessments (P=.023) and supervisors' self-assessments (P=.024). A clinical supervisor's social network may be as important as faculty development course participation in determining whether the supervisor adopts an educational innovation. Faculty development initiatives should use faculty members' social networks to improve the adoption of educational innovations and help build and maintain communities of practice.

Comparative Study of School Leaders Use of Learning Consultants to Support At-Risk Students

ERIC Educational Resources Information Center

Forester, GinaMarie

2013-01-01

The education system continues to change and the needs of the 21st century learner are increasing. More students are being identified as at-risk. Statistics in New Jersey demonstrate trends that indicate the number of students being classified for special education is rising. Supervisors in schools need to develop and support programs to provide…

Beyond Tokenism in the Field? On the Learning of a Mathematics Teacher Educator and Faculty Supervisor

ERIC Educational Resources Information Center

Nolan, Kathleen

2015-01-01

Supervision of student teachers in their field experience is one of the practices that characterizes the work of many teacher educators. This paper takes up the issue of mathematics teacher education field experience, drawing on the conceptual tools of Bourdieu's social field theory to interpret data from a self-study on the role of supervision…

The Impact of Supervisory Mentoring on Personal Learning and Career Outcomes: The Dual Moderating Effect of Self-Efficacy

ERIC Educational Resources Information Center

Pan, Wen; Sun, Li-Yun; Chow, Irene Hau Siu

2011-01-01

Using survey data from 226 employees and their supervisors in four manufacturing companies in China, we found that employee self-efficacy has a dual moderating effect on the impact of supervisory mentoring on subordinate career outcomes. Path analytic tests of mediated moderation suggested that self-efficacy moderates the mediated effects of…

Ecological mindfulness, spirituality, and life-long (hybrid, dialogical) learning: a tribute to Michiel van Eijck

NASA Astrophysics Data System (ADS)

Roth, Wolff-Michael

2015-03-01

In this tribute, I articulate the contributions Michiel van Eijck made to science education, as experienced through our relation, which ranged from supervisor and colleague to friend. His ecological thinking about human knowing, which was reflected in his spiritual inclinations, constitutes his legacy that will have an impact on our field for years to come.

A Test-Retest Analysis of the Vanderbilt Assessment for Leadership in Education in the USA

ERIC Educational Resources Information Center

Minor, Elizabeth Covay; Porter, Andrew C.; Murphy, Joseph; Goldring, Ellen; Elliott, Stephen N.

2017-01-01

The Vanderbilt Assessment for Leadership in Education (VAL-ED) is a 360-degree learning-centered behaviors principal evaluation tool that includes ratings from the principal, supervisors, and teachers. The current study assesses the test-retest reliability of the VAL-ED for a sample of seven school districts as part of multiple validity and…

Students' Perceptions and Supervisors' Rating as Assessments of Interactive-Constructivist Science Teaching in Elementary School.

ERIC Educational Resources Information Center

Shymansky, James A.; Yore, Larry D.; Henriques, Laura; Dunkhase, John A.; Bancroft, Jean

This study took place within the context of a four-year local systemic reform effort collaboratively undertaken by the Science Education Center at the University of Iowa and the Iowa City Community School District. The goal of the project was to move teachers towards an interactive-constructivist model of teaching and learning that assumes a…

The National Economy. Supervising: Economic and Financial Aspects. The Choice Series #74. A Self Learning Opportunity.

ERIC Educational Resources Information Center

Rosser, John

This student guide is intended to assist persons employed as supervisors in understanding the main sectors in the national economy. Discussed in the first four sections are the following topics: the economic system (economic decisions and types of economies), the public sector (extent and control of the public sector, finance of the public sector,…

Improving the Teaching of Discrete-Event Control Systems Using a LEGO Manufacturing Prototype

ERIC Educational Resources Information Center

Sanchez, A.; Bucio, J.

2012-01-01

This paper discusses the usefulness of employing LEGO as a teaching-learning aid in a post-graduate-level first course on the control of discrete-event systems (DESs). The final assignment of the course is presented, which asks students to design and implement a modular hierarchical discrete-event supervisor for the coordination layer of a…

Effects of Immediate Feedback Delivered via Webcam and Bug-in-Ear Technology on Preservice Teacher Performance

ERIC Educational Resources Information Center

Scheeler, Mary Catherine; McKinnon, Kathleen; Stout, Jonathan

2012-01-01

University faculty and supervisors dedicated to the preparation of future teachers are facing more challenges than ever before in doing more with less. This includes supervising more preservice teachers in more schools, spread out over a wide geographic area. Feedback is essential to learning, and recent research suggests that the most effective…

Learning To Listen to Mothers: A Trainers' Manual To Strengthen Communication Skills for Nutrition and Growth Promotion.

ERIC Educational Resources Information Center

Vella, Jane; Uccellani, Valerie

Counseling mothers of small children in effective growth monitoring and promotion is both an art and a science. Virtually all primary health care programs contain a Growth Monitoring and Promotion component (GMP). It is vital that supervisors and community health workers of GMP programs have a clear understanding of why communication skills are…

Food-Service Supervisor (hotel and rest.) 319.138-010--Technical Report on Development of USTES Aptitude Test Battery.

ERIC Educational Resources Information Center

Manpower Administration (DOL), Washington, DC. U.S. Training and Employment Service.

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical…

Study of a Library and Information Science Adademic Program Accredited by State (TEA), Regional (SACS), and National (NCATE) Accrediting Associations.

ERIC Educational Resources Information Center

Correll, Lou P.

Following the substitution of a Learning Resources Specialist's (LRS) certification for the traditional school librarian's certification in Texas and the subsequent merging of the Departments of Library and Information Science (LIS) and Educational Media and Technology (ETEC) at East Texas State University (ETSU), the immediate supervisors of 28…

Ritchey, George Willis (1864-1945)

NASA Astrophysics Data System (ADS)

Murdin, P.

2000-11-01

At first a furniture-maker and woodworker, became an instrument-maker and especially an optician when he obtained part-time work at the observatory of the University of Cincinnati. Met GEORGE ELLERY HALE in Chicago and volunteered to assist him, preparing photographic plates, learning to use the camera to photograph stars and nebulae. Became a full time optician and supervisor of the instrument s...

Work and Supervisor Satisfaction as a Function of Subordinate Perceptions of Communication Competence of Self and Supervisor.

ERIC Educational Resources Information Center

Smith, Anthony F.; Hellweg, Susan A.

A study investigated relationships between subordinate perceptions of the communication competence of self and supervisor, and subordinate perceptions of supervisor and work satisfaction. The hypotheses were the following: (1) subordinates' satisfaction with their supervisors will vary as a function of their perceptions of their supervisors'…

Nurses' supervisors, learning options and organisational commitment: Australia, Brazil and England.

PubMed

Brunetto, Yvonne; Shacklock, Kate; Teo, Stephen; Farr-Wharton, Rod; Nelson, Silvia

2015-11-01

To examine the relationships between leader-member exchange (LMX), workplace learning options (teamwork, training and development), empowerment and organisational commitment, for nurses in Australia, England and Brazil. The supervisor-employee relationship is fundamental to management theory and practice within the work context of Organisation for Economic Cooperation and Development (OECD) countries. Survey-based, self-report data were collected from 1350 nurses in 23 acute-care hospitals during 2011. Significant relationships were found between key Social Exchange Theory antecedents (LMX and teamwork) and outcomes (organisational commitment) for nurses in Australia and England, but not in Brazil. As expected, the path between teamwork and organisational commitment was significant in the three countries. The findings affirm the importance of LMX as a management tool affecting employee outcomes in OECD countries. In contrast, LMX cannot be assumed to play an important role within a context that operates a dual employment structure coupled with a culture accepting of 'Jeitinho' workplace relationships. Informal workplace relationships - 'Jeitinho' (similar to the Chinese 'guanxi') may be worthy of examination within BRICS (Brazil, Russia, India, China and South Africa) countries such as Brazil. © 2014 John Wiley & Sons Ltd.

What are they thinking? Facilitating clinical reasoning through longitudinal patient exposure in rural practice.

PubMed

Campbell, David; Walters, Lucie; Couper, Ian; Greacen, Jane

2017-12-01

  This article reports the findings from an international research workshop, held over 2 days in October 2014 in Bairnsdale, Australia, which brought together 19 clinician teachers and medical educators who work in rural primary care. The objectives of the workshop were to clarify and identify the key aspects of the development of clinical reasoning in students and junior doctors, particularly as a result of longitudinal immersion in rural community practice.   Delegates were asked to prepare a 55-word vignette related to their experience of teaching clinical reasoning, and these case studies formed the basis of identification of key issues, further refined via a modified Delphi process.   The workshop identified four key themes: the patient’s story, the learner’s reasoning, the context of learning, and the role of the supervisor. Exposure to undifferentiated patient presentations is increasingly common in medical education, particularly in longitudinal integrated placements.   This research explored clinicians’ perspectives of how students develop their clinical reasoning: by learning from patients, from their supervisors and by understanding the context of their clinical interactions.  .

A Gap Analysis Survey of US Aircraft Rescue and Fire Fighting (ARFF) Members to Determine Highly Infectious Disease Training and Education Needs.

PubMed

Le, Aurora B; Herron, Rene; Herstein, Jocelyn J; Jelden, Katelyn C; Beam, Elizabeth L; Gibbs, Shawn G; Lowe, John J; Smith, Todd D

2018-01-21

Despite lessons learned from the recent Ebola epidemic, attempts to survey and determine non-health care worker, industry-specific needs to address highly infectious diseases have been minimal. The aircraft rescue and fire fighting (ARFF) industry is often overlooked in highly infectious disease training and education, even though it is critical to their field due to elevated occupational exposure risk during their operations. A 44-question gap analysis survey was distributed to the ARFF Working Group to determine where highly infectious education and training can be improved. In total, N=245 responses were initiated and collected. Descriptive statistics were generated utilizing Qualtrics Software Version 2016.17©. Supervisors perceived Frontline respondents to be more willing and comfortable to encounter potential highly infectious disease scenarios than the Frontline indicated. More than one-third of respondents incorrectly marked transmission routes of viral hemorrhagic fevers. There were discrepancies in self-reports on the existence of highly infectious disease orientation and skills demonstration, employee resources, and personal protective equipment policies, with a range of 7.5%-24.0% more Supervisors than Frontline respondents marking activities as conducted. There are deficits in highly infectious disease knowledge, skills, and abilities among ARFF members that must be addressed to enhance member safety, health, and well-being. (Disaster Med Public Health Preparedness. 2018;page 1 of 5).

Graduates from vertically integrated curricula.

PubMed

Wijnen-Meijer, Marjo; ten Cate, Olle; van der Schaaf, Marieke; Harendza, Sigrid

2013-06-01

  Vertical integration (VI) has been recommended as an undergraduate medical curriculum structure that fosters the transition to postgraduate training. Our definition of VI includes: (1) the provision of early clinical experience; (2) the integration of biomedical sciences with clinical cases; (3) long clerkships during the final year; and (4) increasing levels of clinical responsibility for students. The aim of the current study is to support the hypothesis that medical graduates from VI programmes meet the expectations of postgraduate supervisors better than those from non-VI curricula.   A questionnaire study was carried out among supervisors of postgraduate training programmes run at Utrecht (the Netherlands, VI; n = 128) and Hamburg (Germany, non-VI; n = 114). The supervisors were asked about their medical graduates' preparedness for work, knowledge and capabilities to manage some specific parts of the work as a doctor. They evaluated their performances on a five-point Likert scale.   The two groups of supervisors did not differ in their judgment of their graduates' preparedness for work and level of knowledge. However, supervisors in Utrecht evaluated their graduates higher with respect to capability to work independently, solving medical problems, managing unfamiliar medical situations, prioritising tasks, collaborating with other people, estimating when they need to consult their supervisors and reflecting on their activities.   Graduates from VI medical curricula appeared to be more capable in several facets of a doctor's job. Research into the actual performance of graduates from VI and non-VI curricula is needed to further support a firm recommendation for VI curricula. © 2013 John Wiley & Sons Ltd.

Competency-Based Assessment for Clinical Supervisors: Design-Based Research on a Web-Delivered Program

PubMed Central

Williams, Lauren Therese; Grealish, Laurie; Jamieson, Maggie

2015-01-01

Background Clinicians need to be supported by universities to use credible and defensible assessment practices during student placements. Web-based delivery of clinical education in student assessment offers professional development regardless of the geographical location of placement sites. Objective This paper explores the potential for a video-based constructivist Web-based program to support site supervisors in their assessments of student dietitians during clinical placements. Methods This project was undertaken as design-based research in two stages. Stage 1 describes the research consultation, development of the prototype, and formative feedback. In Stage 2, the program was pilot-tested and evaluated by a purposeful sample of nine clinical supervisors. Data generated as a result of user participation during the pilot test is reported. Users’ experiences with the program were also explored via interviews (six in a focus group and three individually). The interviews were transcribed verbatim and thematic analysis conducted from a pedagogical perspective using van Manen’s highlighting approach. Results This research succeeded in developing a Web-based program, “Feed our Future”, that increased supervisors’ confidence with their competency-based assessments of students on clinical placements. Three pedagogical themes emerged: constructivist design supports transformative Web-based learning; videos make abstract concepts tangible; and accessibility, usability, and pedagogy are interdependent. Conclusions Web-based programs, such as Feed our Future, offer a viable means for universities to support clinical supervisors in their assessment practices during clinical placements. A design-based research approach offers a practical process for such Web-based tool development, highlighting pedagogical barriers for planning purposes. PMID:25803172

Digital communication to support clinical supervision: considering the human factors.

PubMed

Mather, Carey; Marlow, Annette; Cummings, Elizabeth

2013-01-01

During the last three years the School of Nursing and Midwifery at the University of Tasmania has used a needs assessment survey to explore the needs of organizations and nursing professionals that facilitate and clinically supervise Bachelor of Nursing students in the workplace. Findings from the survey indicated that staff at healthcare organizations wanted a communication strategy that was easily accessible by clinicians who supervised students during work integrated learning placements. In particular they wanted to receive timely information related to the role and function of supervisors in practice. The development of the digital strategy to strengthen the development of a community of practice between the University, organizations, facilities and clinical supervisors was identified as the key method of improving communication. Blogging and micro blogging were selected as methods of choice for the implementation of the digital strategy because they were easy to set up, use and enable equity of access to geographically dispersed practitioners in urban and rural areas. Change champions were identified to disseminate information about the strategy within their workplaces. Although clinicians indicated electronic communication as their preferred method, there were a number of human factors at a systems and individual level identified to be challenges when communicating with clinical supervisors who were based off-campus. Information communication technology policies and embedded culture towards social presence were impediments to using this approach in some organizations. Additionally, it was found that it is necessary for this group of clinicians to be educated about using digital methods to undertake their role as clinical supervisors in their varied clinical practice environments.

The Relation Between Supervisors' Big Five Personality Traits and Employees' Experiences of Abusive Supervision.

PubMed

Camps, Jeroen; Stouten, Jeroen; Euwema, Martin

2016-01-01

The present study investigates the relation between supervisors' personality traits and employees' experiences of supervisory abuse, an area that - to date - remained largely unexplored in previous research. Field data collected from 103 supervisor-subordinate dyads showed that contrary to our expectations supervisors' agreeableness and neuroticism were not significantly related to abusive supervision, nor were supervisors' extraversion or openness to experience. Interestingly, however, our findings revealed a positive relation between supervisors' conscientiousness and abusive supervision. That is, supervisors high in conscientiousness were more likely to be perceived as an abusive supervisor by their employees. Overall, our findings do suggest that supervisors' Big Five personality traits explain only a limited amount of the variability in employees' experiences of abusive supervision.

77 FR 39262 - Agency Information Collection Activities; Proposed Collection; Comments Requested: Student and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-02

...] Agency Information Collection Activities; Proposed Collection; Comments Requested: Student and Supervisor Training Validation Surveys The Department of Justice (DOJ), Bureau of Alcohol, Tobacco, Firearms [[Page 39263

Medical students' perceptions of their learning environment during a mandatory research project.

PubMed

Möller, Riitta; Ponzer, Sari; Shoshan, Maria

2017-10-20

To explore medical students´ perceptions of their learning environment during a mandatory 20-week scientific research project. This cross-sectional study was conducted between 2011 and 2013. A total of 651 medical students were asked to fill in the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) questionnaire, and 439 (mean age 26 years, range 21-40, 60% females) returned the questionnaire, which corresponds to a response rate of 67%. The Mann-Whitney U test or the Kruskal-Wallis test were used to compare the research environments. The item My workplace can be regarded as a good learning environment correlated strongly with the item There were sufficient meaningful learning situations (r= 0.71, p<0.001). Overall satisfaction with supervision correlated strongly with the items interaction (r=0.78, p < 0.001), feedback (r=0.76, p<0.001), and a sense of trust (r=0.71, p < 0.001).  Supervisors´ failures to bridge the gap between theory and practice or to explain intended learning outcomes were important negative factors.  Students with basic science or epidemiological projects rated their learning environments higher than did students with clinical projects (χ 2 (3, N=437) =20.29, p<0.001). A good research environment for medical students comprises multiple meaningful learning activities, individual supervision with continuous feedback, and a trustful atmosphere including interactions with the whole staff.  Students should be advised that clinical projects might require a higher degree of student independence than basic science projects, which are usually performed in research groups where members work in close collaboration.

Work disability negotiations: supervisors' view of work disability and collaboration with occupational health services.

PubMed

Lappalainen, Liisa; Liira, Juha; Lamminpää, Anne; Rokkanen, Tanja

2018-03-28

To introduce the Finnish practice of collaboration aiming to enhance work participation, to ask supervisors about its reasons and usefulness, to study supervisors' needs when they face work disability, and to compare the experiences of supervisors whose profiles differ. An online questionnaire based on the Finnish practice of collaboration between supervisor and occupational health services (OHS) went to supervisors in six public and private organizations. A total of 254 supervisors responded, of whom, 133 (52%) had collaborated in work disability negotiations, representing a wide variety with differing professional profiles. In their role of managing work disability, supervisors appeared to benefit from three factors: an explicit company disability management (DM) policy, supervisors' training in DM, and collaboration with OHS. Reasons for work disability negotiations were long or repeated sick-leaves and reduced work performance. Expectations for occupational health consultations focused on finding vocational solutions and on obtaining information. Supervisors assessed the outcomes of collaboration as both vocational and medical. Supervisors with differing professional profiles prioritized slightly different aspects in collaboration. Collaboration with OHS is an important option for supervisors to enhance work modifications and the work participation of employees with work disability. Implications for Rehabilitation Work disability negotiation between supervisor, employee, and occupational health services (OHS) is an effective method to enhance work participation. Collaboration with occupational health can advance work modifications and also lead to medical procedures to improve work performance. Supervisor training, companies' explicit disability management policy, and collaboration with OHSs all advance employee's work participation. Collaboration with OHSs may serve as training for supervisors in their responsibility to support work participation.

30 CFR 250.207 - What ancillary activities may I conduct?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 30 Mineral Resources 2 2011-07-01 2011-07-01 false What ancillary activities may I conduct? 250... and Information Ancillary Activities § 250.207 What ancillary activities may I conduct? Before or... the Regional Supervisor may direct you to conduct ancillary activities. Ancillary activities include...

Lesson Learned from Leading an Anger Management Group Using the "Seeing Red" Curriculum within an Elementary School

ERIC Educational Resources Information Center

Sportsman, Emily L.; Carlson, John S.; Guthrie, Kelly M.

2010-01-01

Four fourth-grade boys participated in an anger management group using "Seeing Red: An Anger Management and Peacemaking Curriculum for Kids" facilitated by a school psychology intern and her supervisor (J. Simmonds, 2003). The group met for 30 min weekly for a total of 14 sessions. Lessons consisted of practicing skills and strategies related to…

Wage Payment Systems. Supervising: Economic and Financial Aspects. The Choice Series #73. A Self Learning Opportunity.

ERIC Educational Resources Information Center

Carlisle, Ysanne

This student guide is intended to assist persons employed as supervisors in understanding various wage payment systems. Discussed in the first four sections are the following topics: the aims and determination of payment (aims of a payment system, the economy and wage levels, the government and wage levels, and method of pay and wage levels); main…

Infection prevention and control training and capacity building during the Ebola epidemic in Guinea

PubMed Central

Koivogui, Lamine; de Beer, Lindsey; Johnson, Candice Y.; Diaby, Dianka; Ouedraogo, Abdoulaye; Touré, Fatoumata; Bangoura, Fodé Ousmane; Chang, Michelle A.; Chea, Nora; Dotson, Ellen M.; Finlay, Alyssa; Fitter, David; Hamel, Mary J.; Hazim, Carmen; Larzelere, Maribeth; Park, Benjamin J.; Rowe, Alexander K.; Thompson-Paul, Angela M.; Twyman, Anthony; Barry, Moumié; Ntaw, Godlove; Diallo, Alpha Oumar

2018-01-01

Background During the 2014–2016 Ebola epidemic in West Africa, a key epidemiological feature was disease transmission within healthcare facilities, indicating a need for infection prevention and control (IPC) training and support. Methods IPC training was provided to frontline healthcare workers (HCW) in healthcare facilities that were not Ebola treatment units, as well as to IPC trainers and IPC supervisors placed in healthcare facilities. Trainings included both didactic and hands-on components, and were assessed using pre-tests, post-tests and practical evaluations. We calculated median percent increase in knowledge. Results From October–December 2014, 20 IPC courses trained 1,625 Guineans: 1,521 HCW, 55 IPC trainers, and 49 IPC supervisors. Median test scores increased 40% (interquartile range [IQR]: 19–86%) among HCW, 15% (IQR: 8–33%) among IPC trainers, and 21% (IQR: 15–30%) among IPC supervisors (all P<0.0001) to post-test scores of 83%, 93%, and 93%, respectively. Conclusions IPC training resulted in clear improvements in knowledge and was feasible in a public health emergency setting. This method of IPC training addressed a high demand among HCW. Valuable lessons were learned to facilitate expansion of IPC training to other prefectures; this model may be considered when responding to other large outbreaks. PMID:29489885

Clinical Oversight: Conceptualizing the Relationship Between Supervision and Safety

PubMed Central

Lingard, Lorelei; Baker, G. Ross; Kitchen, Lisa; Regehr, Glenn

2007-01-01

Background Concern about the link between clinical supervision and safe, quality health care has led to widespread increases in the supervision of medical trainees. The effects of increased supervision on patient care and trainee education are not known, primarily because the current multifacted and poorly operationalized concept of clinical supervision limits the potential for evaluation. Objective To develop a conceptual model of clinical supervision to inform and guide policy and research. Design, Setting, and Participants Observational fieldwork and interviews were conducted in the Emergency Department and General Internal Medicine in-patient teaching wards of two academic health sciences centers associated with an urban Canadian medical school. Members of 12 Internal Medicine and Emergency Medicine teaching teams (n = 88) were observed during regular clinical activities (216 hours). Sixty-five participants (12 physicians, 28 residents, 17 medical students, 8 nurses) also completed interviews about supervision. Field notes and interview transcripts were analyzed for emergent themes using grounded theory methodology. Results The term “clinical oversight” was developed to describe patient care activities performed by supervisors to ensure quality of care. “Routine oversight” (preplanned monitoring of trainees’ clinical work) can expose supervisors to concerns that trigger “responsive oversight” (a double-check or elaboration of trainees’ clinical work). Supervisors sometimes engage in “backstage oversight” (oversight of which the trainee is not directly aware). When supervisors encounter a situation that exceeds a trainee’s competence, they move beyond clinical oversight to “direct patient care”. Conclusions This study elaborates a typology of clinical oversight activities including routine, responsive, and backstage oversight. This new typology provides a framework for clinical supervision policy and for research to evaluate the relationship between supervision and safety. PMID:17557190

The effect of workers' visibility on effectiveness of intervention programs: supervisory-based safety interventions.

PubMed

Luria, Gil; Zohar, Dov; Erev, Ido

2008-01-01

This paper discusses an organizational change intervention program targeting safety behaviors and addresses important considerations concerning the planning of organizational change. Using layout of the plant as a proxy for ease of daily leader-member interaction, the effect of workers' visibility on the effectiveness of supervisory-based safety (SBS) interventions is examined. Through a reinforcement-learning framework, it is suggested that visibility can affect supervisors' incentive to interact with subordinates regarding safety-related issues. Data were collected during SBS intervention studies in five manufacturing companies. Results suggest a reinforcement cycle model whereby increased visibility generates more frequent exchanges between supervisors and employees, resulting in improved safety behavior among employees. In turn, employees' safer behavior reinforces continued supervisory safety-related interaction. CONCLUSION AND IMPACT ON INDUSTRY: Visibility is an important moderator in supervisory based safety interventions, and can serve to increase workplace safety. Implications of these findings for safety are discussed.

32 CFR 637.7 - Drug enforcement activities.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 4 2010-07-01 2010-07-01 true Drug enforcement activities. 637.7 Section 637.7... CRIMINAL INVESTIGATIONS MILITARY POLICE INVESTIGATION Investigations § 637.7 Drug enforcement activities. Provost marshals and U.S. Army law enforcement supervisors at all levels will ensure that active drug...

32 CFR 637.7 - Drug enforcement activities.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 32 National Defense 4 2013-07-01 2013-07-01 false Drug enforcement activities. 637.7 Section 637.7... CRIMINAL INVESTIGATIONS MILITARY POLICE INVESTIGATION Investigations § 637.7 Drug enforcement activities. Provost marshals and U.S. Army law enforcement supervisors at all levels will ensure that active drug...

Effective Home Visiting Training: Key Principles and Findings to Guide Training Developers and Evaluators.

PubMed

Schultz, David; Jones, Shelby S; Pinder, Wendy M; Wiprovnick, Alicia E; Groth, Elisabeth C; Shanty, Lisa M; Duggan, Anne

2018-06-23

Purpose Home visiting programs have produced inconsistent outcomes. One challenge for the field is the design and implementation of effective training to support home visiting staff. In part due to a lack of formal training, most home visitors need to develop the majority of their skills on the job. Home visitors typically receive training in their agency's specific model (e.g., HFA, NFP) and, if applicable, curriculum. Increasingly, states and other home visiting systems are developing and/or coordinating more extensive training and support systems beyond model-specific and curricula trainings. To help guide these training efforts and future evaluations of them, this paper reviews research on effective training, particularly principles of training transfer and adult learning. Description Our review summarizes several meta-analyses, reviews, and more recent publications on training transfer and adult learning principles. Assessment Effective training involves not only the introduction and modeling of concepts and skills but also the practice of, evaluation of, and reflection upon these skills. Further, ongoing encouragement of, reward for, and reflection upon use of these skills, particularly by a home visitor's supervisor, are critical for the home visitor's continued use of these skills with families. Conclusion Application of principles of adult learning and training transfer to home visiting training will likely lead to greater transfer of skills from the training environment to work with families. The involvement of both home visitors and their supervisors in training is likely important for this transfer to occur.

Enhancing Teachers' Application of Inquiry-Based Strategies Using a Constructivist Sociocultural Professional Development Model

NASA Astrophysics Data System (ADS)

Brand, Brenda R.; Moore, Sandra J.

2011-05-01

This two-year school-wide initiative to improve teachers' pedagogical skills in inquiry-based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers' practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers' accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner-centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry-based strategies. Additionally, other factors affecting teachers' understanding and use of inquiry-based strategies were highlighted, such as self-efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student-centered and inquiry-based.

Adaptation of community health worker-delivered behavioral activation for torture survivors in Kurdistan, Iraq.

PubMed

Magidson, J F; Lejuez, C W; Kamal, T; Blevins, E J; Murray, L K; Bass, J K; Bolton, P; Pagoto, S

2015-12-01

Growing evidence supports the use of Western therapies for the treatment of depression, trauma, and stress delivered by community health workers (CHWs) in conflict-affected, resource-limited countries. A recent randomized controlled trial (Bolton et al . 2014 a ) supported the efficacy of two CHW-delivered interventions, cognitive processing therapy (CPT) and brief behavioral activation treatment for depression (BATD), for reducing depressive symptoms and functional impairment among torture survivors in the Kurdish region of Iraq. This study describes the adaptation of the CHW-delivered BATD approach delivered in this trial (Bolton et al .2014 a ), informed by the Assessment-Decision-Administration-Production-Topical experts-Integration-Training-Testing (ADAPT-ITT) framework for intervention adaptation (Wingood & DiClemente, 2008). Cultural modifications, adaptations for low-literacy, and tailored training and supervision for non-specialist CHWs are presented, along with two clinical case examples to illustrate delivery of the adapted intervention in this setting. Eleven CHWs, a study psychiatrist, and the CHW clinical supervisor were trained in BATD. The adaptation process followed the ADAPT-ITT framework and was iterative with significant input from the on-site supervisor and CHWs. Modifications were made to fit Kurdish culture, including culturally relevant analogies, use of stickers for behavior monitoring, cultural modifications to behavioral contracts, and including telephone-delivered sessions to enhance feasibility. BATD was delivered by CHWs in a resource-poor, conflict-affected area in Kurdistan, Iraq, with some important modifications, including low-literacy adaptations, increased cultural relevancy of clinical materials, and tailored training and supervision for CHWs. Barriers to implementation, lessons learned, and recommendations for future efforts to adapt behavioral therapies for resource-limited, conflict-affected areas are discussed.

Focus on early-career GPs: qualitative evaluation of a multi-faceted educational intervention to improve antibiotic prescribing.

PubMed

Deckx, Laura; Anthierens, Sibyl; Magin, Parker J; Morgan, Simon; McArthur, Lawrie; Yardley, Lucy; Dallas, Anthea; Little, Paul; van Driel, Mieke L

2018-01-16

We conducted an educational intervention emphasizing rational antibiotic prescribing in early-career General Practitioners (GP) in vocational training (trainees). The intervention consisted of an online introduction module, an online communication training module, face-to-face workshops, and cases to be discussed one-on-one by the trainee-supervisor dyad during regular scheduled education sessions. To explore the participants' experiences with the intervention. A qualitative study of 14 GP trainees and supervisors. Interviews followed a semi-structured interview guide, were transcribed and analysed using concurrent thematic analysis. Overall, the intervention was well received. Resources were not often used in practice, but GP trainees used the information in communicating with patients. The intervention improved trainees' confidence and provided new communication strategies, e.g. explicitly asking about patients' expectations and talking patients through the examination to form an overall clinical picture. Trainees seemed eager to learn and adapt their practice, whereas GP supervisors rather commented that the intervention was reinforcing. None of the participants reported prescribing conflicts between trainee and supervisor. However, most participants identified conflicts within the GP practice or with specialists: other doctors who prescribe more antibiotics perpetuate patients' ideas that antibiotics will fix everything, which in turn causes conflict with the patient and undermines attempts to improve antibiotic prescribing. The educational intervention was received positively. Early-career GPs thought it influenced their prescribing behaviour and improved their confidence in non-prescribing. Interventions that target teams (e.g. entire practice) could minimize conflict, ensure consistency of messages and support overall antibiotic stewardship in primary care. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Undergraduate ALFALFA Team: A Model for Undergraduate Participation and Outreach in Large Research Collaborations

NASA Astrophysics Data System (ADS)

Martin, A. M.; Koopmann, R.; Higdon, S.; Balonek, T. J.; Haynes, M. P.; Giovanelli, R.; Adams, E. A. K.; Kent, B. R.; Stierwalt, S.

2011-09-01

The Arecibo Legacy Fast ALFA (ALFALFA) blind neutral hydrogen survey is an ongoing project that includes an innovative undergraduate outreach component promoting the participation of students and faculty at undergraduate-focused institutions in a large, multi-year research collaboration. The survey, which will ultimately detect ˜30,000 gas-rich galaxies, provides resources and authentic opportunities for undergraduates and faculty, including a high fraction of women and minorities, through the Undergraduate ALFALFA Team (UAT), an NSF-sponsored consortium of 18 participating institutions. The UAT experience features annual workshops at the Arecibo Observatory with hands-on experience for undergrad participants and their faculty mentors. Graduate students on the Cornell ALFALFA Team help plan and facilitate UAT activities and benefit by developing their own skills as mentors, project supervisors, and science communicators. The UAT is developing online lesson plans and activity guides that make use of the ALFALFA online data archive and of innovative learning techniques supported by the findings of astronomy education research.

Communication breakdown: How working teens' perceptions of their supervisors impact safety and injury.

PubMed

Zierold, Kristina M; McGeeney, Teresa J

2016-04-07

Every nine minutes a young worker is injured on the job. Adult supervision is recommended to prevent injury among teen workers, yet limited research exists on supervision or the supervisor-teen relationship. The objectives of this study were to: (a) explore teens' perceptions of supervision and supervisors, (b) characterize teen-supervisor communication, and (c) investigate the role of communication in injury and workplace safety. In spring 2010, focus groups and interviews were conducted with working teenagers, 15-19 years old. Fifty-two percent of teens were injured at work and most did not report their injuries to their supervisors. The majority of teenagers perceived supervision as "being watched" to make sure you are "staying on task." Teens viewed their supervisors as uninterested and uncaring, which greatly impacted communication. As one 15-year old female who was severely burned stated: "they don't care." Self-blame after teens sustained an injury further complicated the teen-supervisor relationship and communication. Working teenagers have complicated relationships with their supervisors. Many liked their supervisors, but felt their supervisors were apathetic towards them. Supervisors who engage teens in a mentoring relationship may be successful in resolving uncomfortable power dynamics which may increase communication and; therefore, safety for working teens.

Anticipating Doctoral Supervision: (Not) Bridging the Transition from Supervisee to Supervisor

ERIC Educational Resources Information Center

Henderson, Emily F.

2018-01-01

Building on existing studies that ask doctoral supervisors how they understand their role, and what has influenced this understanding, this article explores invitations that are issued to supervisors to reflect in certain ways about the role of supervisor. The article calls into question the ways in which supervisors are invited to think about and…

Guidelines: the do's, don'ts and don't knows of feedback for clinical education.

PubMed

Lefroy, Janet; Watling, Chris; Teunissen, Pim W; Brand, Paul

2015-12-01

The guidelines offered in this paper aim to amalgamate the literature on formative feedback into practical Do's, Don'ts and Don't Knows for individual clinical supervisors and for the institutions that support clinical learning. The authors built consensus by an iterative process. Do's and Don'ts were proposed based on authors' individual teaching experience and awareness of the literature, and the amalgamated set of guidelines were then refined by all authors and the evidence was summarized for each guideline. Don't Knows were identified as being important questions to this international group of educators which if answered would change practice. The criteria for inclusion of evidence for these guidelines were not those of a systematic review, so indicators of strength of these recommendations were developed which combine the evidence with the authors' consensus. A set of 32 Do and Don't guidelines with the important Don't Knows was compiled along with a summary of the evidence for each. These are divided into guidelines for the individual clinical supervisor giving feedback to their trainee (recommendations about both the process and the content of feedback) and guidelines for the learning culture (what elements of learning culture support the exchange of meaningful feedback, and what elements constrain it?) Feedback is not easy to get right, but it is essential to learning in medicine, and there is a wealth of evidence supporting the Do's and warning against the Don'ts. Further research into the critical Don't Knows of feedback is required. A new definition is offered: Helpful feedback is a supportive conversation that clarifies the trainee's awareness of their developing competencies, enhances their self-efficacy for making progress, challenges them to set objectives for improvement, and facilitates their development of strategies to enable that improvement to occur.

Clinical leadership training: an evaluation of the Welsh Fellowship programme.

PubMed

Phillips, Suzanne; Bullock, Alison

2018-05-08

Purpose UK fellowship schemes have been set up to address low-level engagement of doctors with leadership roles. Established in 2013, the Welsh Clinical Leadership Fellowship (WCLF) programme aims to recruit aspiring future clinical leaders and equip them with knowledge and skills to lead improvements in healthcare delivery. This paper aims to evaluate the 12-month WCLF programme in its first two years of operation. Design/methodology/approach Focused on the participants ( n = 8), the authors explored expectations of the programme, reactions to academic components (provided by Academi Wales) and learning from workplace projects and other opportunities. The authors adopted a qualitative approach, collecting data from four focus groups, 20 individual face-to-face or telephone interviews with fellows and project supervisors and observation of Academi Wales training days. Findings Although from diverse specialties and stages in training, all participants reported that the Fellowship met expectations. Fellows learned leadership theory, developing understanding of leadership and teamwork in complex organisations. Through workplace projects, they applied their knowledge, learning from both success and failure. The quality of communication with fellows distinguished the better supervisors and impacted on project success. Research limitations/implications Small participant numbers limit generalisability. The authors did not evaluate longer-term impact. Practical implications Doctors are required to be both clinically proficient and influence service delivery and improve patient care. The WCLF programme addresses both the need for leadership theory (through the Academi Wales training) and the application of learning through the performance of leadership roles in the projects. Originality/value This work represents an evaluation of the only leadership programme in Wales, and outcomes have led to improvements.

How clinical medical students perceive others to influence their self-regulated learning.

PubMed

Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van der Vleuten, Cees P M; Jaarsma, A Debbie C

2017-03-01

Undergraduate medical students are prone to struggle with learning in clinical environments. One of the reasons may be that they are expected to self-regulate their learning, which often turns out to be difficult. Students' self-regulated learning is an interactive process between person and context, making a supportive context imperative. From a socio-cultural perspective, learning takes place in social practice, and therefore teachers and other hospital staff present are vital for students' self-regulated learning in a given context. Therefore, in this study we were interested in how others in a clinical environment influence clinical students' self-regulated learning. We conducted a qualitative study borrowing methods from grounded theory methodology, using semi-structured interviews facilitated by the visual Pictor technique. Fourteen medical students were purposively sampled based on age, gender, experience and current clerkship to ensure maximum variety in the data. The interviews were transcribed verbatim and were, together with the Pictor charts, analysed iteratively, using constant comparison and open, axial and interpretive coding. Others could influence students' self-regulated learning through role clarification, goal setting, learning opportunities, self-reflection and coping with emotions. We found large differences in students' self-regulated learning and their perceptions of the roles of peers, supervisors and other hospital staff. Novice students require others, mainly residents and peers, to actively help them to navigate and understand their new learning environment. Experienced students who feel settled in a clinical environment are less susceptible to the influence of others and are better able to use others to their advantage. Undergraduate medical students' self-regulated learning requires context-specific support. This is especially important for more novice students learning in a clinical environment. Their learning is influenced most heavily by peers and residents. Supporting novice students' self-regulated learning may be improved by better equipping residents and peers for this role. © 2016 The Authors. Medical Education Published by John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Supervisory power and its influence on staff members and their customers.

PubMed

Carson, Paula Phillips; Carson, Kerry David; Pence, Patricia Lanier

2002-01-01

The authors examined supervisors' selective use of legitimate, reward, coercive, referent, and expert powers and these power bases' influence on two outcomes: (a) employee perception of organizational support and (b) employee willingness to engage in service recovery activities with the customer. The authors found that the supervisor's use of expert, referent, and reward powers were positively related to perceived organizational support and that the use of coercive power was important in contributing to service recovery initiatives, particularly with regard to the employee's empathetic presentation to the customer.

The Positive Effect of Authoritarian Leadership on Employee Performance: The Moderating Role of Power Distance.

PubMed

Wang, Honglei; Guan, Bichen

2018-01-01

Based on goal setting theory, this study explores the positive effect and influencing process of authoritarian leadership on employee performance, as well as the moderating role of individual power distance in this process. Data from 211 supervisor-subordinate dyads in Chinese organizations indicates that authoritarian leadership is positively associated with employee performance, and learning goal orientation mediates this relationship. Furthermore, power distance moderates the effect of authoritarian leadership on learning goal orientation, such that the effect was stronger when individual power distance was higher. The indirect effect of authoritarian leadership on employee performance via learning goal orientation is also moderated by power distance. Theoretical and managerial implications and future directions are also discussed.

The Positive Effect of Authoritarian Leadership on Employee Performance: The Moderating Role of Power Distance

PubMed Central

Wang, Honglei; Guan, Bichen

2018-01-01

Based on goal setting theory, this study explores the positive effect and influencing process of authoritarian leadership on employee performance, as well as the moderating role of individual power distance in this process. Data from 211 supervisor-subordinate dyads in Chinese organizations indicates that authoritarian leadership is positively associated with employee performance, and learning goal orientation mediates this relationship. Furthermore, power distance moderates the effect of authoritarian leadership on learning goal orientation, such that the effect was stronger when individual power distance was higher. The indirect effect of authoritarian leadership on employee performance via learning goal orientation is also moderated by power distance. Theoretical and managerial implications and future directions are also discussed. PMID:29628902

Local social norms and military sexual stressors: do senior officers' norms matter?

PubMed

Murdoch, Maureen; Pryor, John Barron; Polusny, Melissa Anderson; Gackstetter, Gary D; Ripley, Diane Cowper

2009-10-01

To examine the relative importance of harassment-tolerant norms emanating from troops senior officers, immediate supervisors, and units on troops' sexual stressor experiences and to see whether associations differed by sex. Cross-sectional survey of all 681 willing and confirmed active duty troops enrolled in the VA National Enrollment Database between 1998 and 2002. Findings extended an earlier analysis. After adjusting for other significant correlates, senior officers' perceived tolerance of sexual harassment was not associated with the severity of sexual harassment troops reported (p = 0.64) or with the numbers of sexual identity challenges they reported (p = 0.11). Harassment-tolerant norms emanating from troops' units and immediate supervisors were associated with reporting more severe sexual harassment and more sexual identity challenges (all p < 0.003). Findings generalized across sex. Senior officers' norms did not appear to affect troops' reports of military sexual stressors, but unit norms and immediate supervisors' norms did.

A Known Group Analysis Validity Study of the Vanderbilt Assessment of Leadership in Education in US Elementary and Secondary Schools

ERIC Educational Resources Information Center

Covay Minor, Elizabeth; Porter, Andrew C.; Murphy, Joseph; Goldring, Ellen B.; Cravens, Xiu; Elloitt, Stephen N.

2014-01-01

The Vanderbilt Assessment of Leadership in Education (VAL-ED) provides educators with a tool for principal evaluation based on principal, teacher, and supervisor reports of principals' learning-centered leadership. In this study, we conduct a known group analysis as part of a larger argument for the validity of the VAL-ED in US elementary and…

The supervisor as gender analyst: feminist perspectives on group supervision and training.

PubMed

Schoenholtz-Read, J

1996-10-01

Supervision and training groups have advantages over dyadic supervision and training that include factors to promote group learning and interaction within a sociocultural context. This article focuses on the gender aspects of group supervision and training. It provides a review of feminist theoretical developments and presents their application to group supervision and training in the form of eight guidelines that are illustrated by clinical examples.

Learning, Lighting and Color: Lighting Design for Schools and Universities in the 21st Century

ERIC Educational Resources Information Center

Fielding, Randall

2006-01-01

Uniform illumination levels in the classroom and focused brightness on the "teaching wall" made good sense for students in Henry Ford's era. If you were training to take your place on the assembly line, you needed to focus on the work at hand and ahead to your supervisor, but the future no longer belongs to students who look only straight ahead.…

Examination of a perceived cost model of employees' negative feedback-seeking behavior.

PubMed

Lu, Kuo-Ming; Pan, Su-Ying; Cheng, Jen-Wei

2011-01-01

The present study extends the feedback-seeking behavior literature by investigating how supervisor-related antecedents (i.e., supervisors' expert power, reflected appraisals of supervisors, and supervisors' emotional intelligence) influence subordinates' negative feedback-seeking behavior (NFSB) through different cost/value perceptions (i.e., expectancy value, self-presentation cost, and ego cost). Using data collected from 216 supervisor-subordinate dyads from various industries in Taiwan, we employ structural equation modeling analysis to test our hypotheses. The results show that expectancy value mediates the relationship between supervisor expert power and subordinates' NFSB. Moreover, self-presentation cost mediates the relationship between reflected appraisals of supervisors' and subordinates' NFSB. Theoretical and practical implications of this study are also discussed.

Medical students’ perceptions of their learning environment during a mandatory research project

PubMed Central

Ponzer, Sari; Shoshan, Maria

2017-01-01

Objectives To explore medical students´ perceptions of their learning environment during a mandatory 20-week scientific research project.  Methods This cross-sectional study was conducted between 2011 and 2013. A total of 651 medical students were asked to fill in the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) questionnaire, and 439 (mean age 26 years, range 21-40, 60% females) returned the questionnaire, which corresponds to a response rate of 67%. The Mann-Whitney U test or the Kruskal-Wallis test were used to compare the research environments. Results The item My workplace can be regarded as a good learning environment correlated strongly with the item There were sufficient meaningful learning situations (r= 0.71, p<0.001). Overall satisfaction with supervision correlated strongly with the items interaction (r=0.78, p < 0.001), feedback (r=0.76, p<0.001), and a sense of trust (r=0.71, p < 0.001).  Supervisors´ failures to bridge the gap between theory and practice or to explain intended learning outcomes were important negative factors.  Students with basic science or epidemiological projects rated their learning environments higher than did students with clinical projects (χ2(3, N=437)=20.29, p<0.001). Conclusions A good research environment for medical students comprises multiple meaningful learning activities, individual supervision with continuous feedback, and a trustful atmosphere including interactions with the whole staff.  Students should be advised that clinical projects might require a higher degree of student independence than basic science projects, which are usually performed in research groups where members work in close collaboration. PMID:29056611

Factors influencing motivation and job satisfaction among supervisors of community health workers in marginalized communities in South Africa.

PubMed

Akintola, Olagoke; Chikoko, Gamuchirai

2016-09-06

Management and supervision of community health workers are factors that are critical to the success of community health worker programmes. Yet few studies have explored the perspectives of supervisors in these programmes. This study explored factors influencing motivations of supervisors in community health worker programmes. We conducted qualitative interviews with 26 programme staff providing supervision to community health workers in eight community-based organizations in marginalized communities in the greater Durban area of South Africa from July 2010 to September 2011. Findings show that all the supervisors had previous experience working in the health or social services sectors and most started out as unpaid community health workers. Most of the participants were poor women from marginalized communities. Supervisors' activities include the management and supply of material resources, mentoring and training of community health workers, record keeping and report writing. Supervisors were motivated by intrinsic factors like making a difference and community appreciation and non-monetary incentives such as promotion to supervisory positions; acquisition of management skills; participation in capacity building and the development of programmes; and support for educational advancement like salary, bonuses and medical benefits. Hygiene factors that serve to prevent dissatisfaction are salaries and financial, medical and educational benefits attached to the supervisory position. Demotivating factors identified are patients' non-adherence to health advice and alienation from decision-making. Dissatisfiers include working in crime-prevalent communities, remuneration for community health workers (CHWs), problems with material and logistical resources, job insecurity, work-related stressors and navigating the interface between CHWs and management. While participants were dissatisfied with their low remuneration, they were not demotivated but continued to be motivated by intrinsic factors. Our findings suggest that CHWs' quest for remuneration and a career path continues even after they assume supervisory positions. Supervisors continue to be motivated to work in mid-level positions within the health and social services sectors. Global efforts to develop and increase the sustainability of CHW programmes will benefit immensely from insights gained from an exploration of supervisors' perspectives. Further, national CHW programmes should be conceptualized with the dual purpose of building the capacity of CHWs to strengthen health systems and reducing unemployment especially in marginalized communities with high unemployment and low-skilled labour force.

Social Work Student and Practitioner Roles in Integrated Care Settings.

PubMed

Fraher, Erin P; Richman, Erica Lynn; Zerden, Lisa de Saxe; Lombardi, Brianna

2018-06-01

Social workers are increasingly being deployed in integrated medical and behavioral healthcare settings but information about the roles they fill in these settings is not well understood. This study sought to identify the functions that social workers perform in integrated settings and identify where they acquired the necessary skills to perform them. Master of social work students (n=21) and their field supervisors (n=21) who were part of a Health Resources and Services Administration-funded program to train and expand the behavioral health workforce in integrated settings were asked how often they engaged in 28 functions, where they learned to perform those functions, and the degree to which their roles overlapped with others on the healthcare team. The most frequent functions included employing cultural competency, documenting in the electronic health record, addressing patient social determinants of health, and participating in team-based care. Respondents were least likely to engage in case conferences; use Screening, Brief Intervention and Referral to Treatment; use stepped care to determine necessary level of treatment; conduct functional assessments of daily living skills; use behavioral activation; and use problem-solving therapy. A total of 80% of respondents reported that their roles occasionally, often, very often, or always overlapped with others on the healthcare team. Students reported learning the majority of skills (76%) in their Master of Social Work programs. Supervisors attributed the majority (65%) of their skill development to on-the-job training. Study findings suggest the need to redesign education, regulatory, and payment to better support the deployment of social workers in integrated care settings. This article is part of a supplement entitled The Behavioral Health Workforce: Planning, Practice, and Preparation, which is sponsored by the Substance Abuse and Mental Health Services Administration and the Health Resources and Services Administration of the U.S. Department of Health and Human Services. Copyright © 2018 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Effects of clinical supervision on resident learning and patient care during simulated ICU scenarios.

PubMed

Piquette, Dominique; Tarshis, Jordan; Regehr, Glenn; Fowler, Robert A; Pinto, Ruxandra; LeBlanc, Vicki R

2013-12-01

Closer supervision of residents' clinical activities has been promoted to improve patient safety, but may additionally affect resident participation in patient care and learning. The objective of this study was to determine the effects of closer supervision on patient care, resident participation, and the development of resident ability to care independently for critically ill patients during simulated scenarios. This quantitative study represents a component of a larger mixed-methods study. Residents were randomized to one of three levels of supervision, defined by the physical proximity of the supervisor (distant, immediately available, and direct). Each resident completed a simulation scenario under the supervision of a critical care fellow, immediately followed by a modified scenario of similar content without supervision. The simulation center of a tertiary, university-affiliated academic center in a large urban city. Fifty-three residents completing a critical care rotation and 24 critical care fellows were recruited between April 2009 and June 2010. None. During the supervised scenarios, lower team performance checklist scores were obtained for distant supervision compared with immediately available and direct supervision (mean [SD], direct: 72% [12%] vs immediately available: 77% [10%] vs distant: 61% [11%]; p = 0.0013). The percentage of checklist items completed by the residents themselves was significantly lower during direct supervision (median [interquartile range], direct: 40% [21%] vs immediately available: 58% [16%] vs distant: 55% [11%]; p = 0.005). During unsupervised scenarios, no significant differences were found on the outcome measures. Care delivered in the presence of senior supervising physicians was more comprehensive than care delivered without access to a bedside supervisor, but was associated with lower resident participation. However, subsequent resident performance during unsupervised scenarios was not adversely affected. Direct supervision of residents leads to improved care process and does not diminish the subsequent ability of residents to function independently.

Lessons learned from case studies of inhalation exposures of workers to radioactive aerosols

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hoover, M.D.; Fencl, A.F.; Newton, G.J.

1995-12-01

Various Department of Energy requirements, rules, and orders mandate that lessons learned be identified, evaluated, shared, and incorporated into current practices. The recently issued, nonmandatory DOE standard for Development of DOE Lessons Learned Program states that a DOE-wide lessons learned program will {open_quotes}help to prevent recurrences of negative experiences, highlight best practices, and spotlight innovative ways to solve problems or perform work more safely, efficiently, and cost effectively.{close_quotes} Additional information about the lessons learned program is contained in the recently issued DOE handbook on Implementing U.S. Department of Energy Lessons Learned Programs and in October 1995 DOE SAfety Notice onmore » Lessons Learned Programs. This report summarizes work in progress at ITRI to identify lessons learned for worker exposures to radioactive aerosols, and describes how this work will be incorporated into the DOE lessons learned program, including a new technical guide for measuring, modeling, and mitigating airborne radioactive particles. Follow-on work is focusing on preparation of {open_quotes}lessons learned{close_quotes} training materials for facility designers, managers, health protection professionals, line supervisors, and workers.« less

Unveiling the Mobile Learning Paradox.

PubMed

Mather, Carey; Cummings, Elizabeth

2015-01-01

A mobile learning paradox exists in Australian healthcare settings. Although it is increasingly acknowledged that timely, easy, and convenient access to health information using mobile learning technologies can enhance care and improve patient outcomes, currently there is an inability for nurses to access information at the point of care. Rapid growth in the use of mobile technology has created challenges for learning and teaching in the workplace. Easy access to educational resources via mobile devices challenges traditional strategies of knowledge and skill acquisition. Redesign of learning and teaching in the undergraduate curriculum and the development of policies to support the use of mobile learning at point of care is overdue. This study explored mobile learning opportunities used by clinical supervisors in tertiary and community-based facilities in two Australian States. Individual, organisation and systems level governance were sub-themes of professionalism that emerged as the main theme and impacts on learning and teaching in situ in healthcare environments. It is imperative healthcare work redesign includes learning and teaching that supports professional identity formation of students during work integrated learning.

Supervisor Autonomy and Considerate Leadership Style are Associated with Supervisors' Likelihood to Accommodate Back Injured Workers.

PubMed

McGuire, Connor; Kristman, Vicki L; Shaw, William; Williams-Whitt, Kelly; Reguly, Paula; Soklaridis, Sophie

2015-09-01

To determine the association between supervisors' leadership style and autonomy and supervisors' likelihood of supporting job accommodations for back-injured workers. A cross-sectional study of supervisors from Canadian and US employers was conducted using a web-based, self-report questionnaire that included a case vignette of a back-injured worker. Autonomy and two dimensions of leadership style (considerate and initiating structure) were included as exposures. The outcome, supervisors' likeliness to support job accommodation, was measured with the Job Accommodation Scale (JAS). We conducted univariate analyses of all variables and bivariate analyses of the JAS score with each exposure and potential confounding factor. We used multivariable generalized linear models to control for confounding factors. A total of 796 supervisors participated. Considerate leadership style (β = .012; 95% CI .009-.016) and autonomy (β = .066; 95% CI .025-.11) were positively associated with supervisors' likelihood to accommodate after adjusting for appropriate confounding factors. An initiating structure leadership style was not significantly associated with supervisors' likelihood to accommodate (β = .0018; 95% CI -.0026 to .0061) after adjusting for appropriate confounders. Autonomy and a considerate leadership style were positively associated with supervisors' likelihood to accommodate a back-injured worker. Providing supervisors with more autonomy over decisions of accommodation and developing their considerate leadership style may aid in increasing work accommodation for back-injured workers and preventing prolonged work disability.

Dispatching function calls across accelerator devices

DOEpatents

Jacob, Arpith C.; Sallenave, Olivier H.

2017-01-10

In one embodiment, a computer-implemented method for dispatching a function call includes receiving, at a supervisor processing element (PE) and from an origin PE, an identifier of a target device, a stack frame of the origin PE, and an address of a function called from the origin PE. The supervisor PE allocates a target PE of the target device. The supervisor PE copies the stack frame of the origin PE to a new stack frame on a call stack of the target PE. The supervisor PE instructs the target PE to execute the function. The supervisor PE receives a notification that execution of the function is complete. The supervisor PE copies the stack frame of the target PE to the stack frame of the origin PE. The supervisor PE releases the target PE of the target device. The supervisor PE instructs the origin PE to resume execution of the program.

Morning employees are perceived as better employees: employees' start times influence supervisor performance ratings.

PubMed

Yam, Kai Chi; Fehr, Ryan; Barnes, Christopher M

2014-11-01

In this research, we draw from the stereotyping literature to suggest that supervisor ratings of job performance are affected by employees' start times-the time of day they first arrive at work. Even when accounting for total work hours, objective job performance, and employees' self-ratings of conscientiousness, we find that a later start time leads supervisors to perceive employees as less conscientious. These perceptions in turn cause supervisors to rate employees as lower performers. In addition, we show that supervisor chronotype acts as a boundary condition of the mediated model. Supervisors who prefer eveningness (i.e., owls) are less likely to hold negative stereotypes of employees with late start times than supervisors who prefer morningness (i.e., larks). Taken together, our results suggest that supervisor ratings of job performance are susceptible to stereotypic beliefs based on employees' start times. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Dispatching function calls across accelerator devices

DOE Office of Scientific and Technical Information (OSTI.GOV)

Jacob, Arpith C.; Sallenave, Olivier H.

In one embodiment, a computer-implemented method for dispatching a function call includes receiving, at a supervisor processing element (PE) and from an origin PE, an identifier of a target device, a stack frame of the origin PE, and an address of a function called from the origin PE. The supervisor PE allocates a target PE of the target device. The supervisor PE copies the stack frame of the origin PE to a new stack frame on a call stack of the target PE. The supervisor PE instructs the target PE to execute the function. The supervisor PE receives a notificationmore » that execution of the function is complete. The supervisor PE copies the stack frame of the target PE to the stack frame of the origin PE. The supervisor PE releases the target PE of the target device. The supervisor PE instructs the origin PE to resume execution of the program.« less

Social constructionism and supervision: experiences of AAMFT supervisors and supervised therapists.

PubMed

Hair, Heather J; Fine, Marshall

2012-10-01

A phenomenological research process was used to investigate the supervision experience for supervisors and therapists when supervisors use a social constructionist perspective. Participants of the one-to-one interviews were six AAMFT Approved Supervisors and six therapists providing counseling to individuals, couples and families. The findings suggest supervisors were committed to their self-identified supervision philosophy and intentionally sought out congruence between epistemology and practice. The shared experience of therapists indicates they associated desirable supervision experiences with their supervisors' social constructionist perspective. Our findings also indicated that supervisors' and therapists' understanding of social constructionism included the more controversial concepts of agency and extra-discursiveness. This research has taken an empirical step in the direction of understanding what the social constructionist supervision experience is like for supervisors and therapists. Our findings suggest a linkage between epistemology and supervision practice and a satisfaction with the supervision process. © 2012 American Association for Marriage and Family Therapy.

Supervisor and Organizational Factors Associated with Supervisor Support of Job Accommodations for Low Back Injured Workers.

PubMed

Kristman, Vicki L; Shaw, William S; Reguly, Paula; Williams-Whitt, Kelly; Soklaridis, Sophie; Loisel, Patrick

2017-03-01

Purpose Temporary job accommodations contribute to the prevention of chronic work disability due to low back pain (LBP) through the facilitation of early return to work; yet, workplace dimensions of job accommodation are poorly understood. The objective of this study was to determine supervisor and organizational factors associated with supervisors' support for temporary job accommodations for LBP injured workers. Methods Supervisors were recruited from 19 workplaces in the USA and Canada and completed an online survey regarding job accommodation practices and potential associated factors with respect to a case vignette of a worker with LBP. Multivariable linear regression was used to identify the most parsimonious set of factors associated with supervisors' support for accommodations. Results A total of 804 supervisors participated with 796 eligible for inclusion in the analysis. The final set of factors explained 21 % of the variance in supervisors' support for temporary job accommodations. Considerate leadership style (β = 0.261; 95 % CI 0.212, 0.310), workplace disability management policies and practices (β = 0.243; 95 % CI 0.188, 0.298), and supervisor autonomy for designing and providing workplace accommodations (β = 0.156; 95 % CI 0.071, 0.241) had the largest effect on supervisor support for accommodations. Conclusion Factors predicting supervisors' likelihood to accommodate LBP injured workers include use of considerate leadership style, workplace disability management policies and practices, and supervisor autonomy. Workplace interventions targeting these factors should be developed and evaluated for their ability to improve work disability prevention outcomes.

How Does Supervisor Support Influence Turnover Intent Among Frontline Hospital Workers? The Mediating Role of Affective Commitment.

PubMed

Nichols, Helen M; Swanberg, Jennifer E; Bright, Charlotte Lyn

2016-01-01

Turnover among frontline hospital service workers can disrupt organizational effectiveness, reduce profitability, and limit the ability to provide high-quality, patient-centered care. This concern is compounded by the increasing reliance on frontline supervisors to manage this workforce, often without necessary training and support. However, research addressing the relationship between frontline supervisor support and intent to turnover among service workers and the process by which these variables are related is limited. By surveying 270 housekeeping and dietary service workers employed at 2 US hospitals, this study examined the relationship between supervisor support and turnover intent and assessed the mediating role of affective commitment between supervisor support and intent to turnover. Turnover intentions were lower for workers who reported greater levels of supervisor support and affective commitment; both supervisor support and affective commitment were significant predictors of turnover intent when tested individually. However, when controlling for affective commitment, supervisor support no longer predicted turnover intent, indicating that affective commitment fully mediated the relationship between supervisor support and intent to turnover. Implications for further research and organizational practice are discussed.

An integrated model of feedback-seeking behavior: disposition, context, and cognition.

PubMed

VandeWalle, D; Ganesan, S; Challagalla, G N; Brown, S P

2000-12-01

This study replicates, integrates, and extends prior research on the dispositional, contextual, and cognitive antecedents of feedback-seeking behavior. Regression analysis was used to analyze data collected from a sample of salespeople (N = 310) from 2 Fortune 500 companies. The study hypotheses were supported with the following results. First, the individual disposition of learning goal orientation and the contextual factors of leader consideration and leader initiation of structure influenced cognitions about the perceived cost and value of feedback seeking. Second, the strength of the relationship of learning goal orientation with the cost and value perceptions was moderated by the leadership style of the supervisor.

Supervision of community health workers in Mozambique: a qualitative study of factors influencing motivation and programme implementation.

PubMed

Ndima, Sozinho Daniel; Sidat, Mohsin; Give, Celso; Ormel, Hermen; Kok, Maryse Catelijne; Taegtmeyer, Miriam

2015-09-01

Community health workers (CHWs) in Mozambique (known as Agentes Polivalentes Elementares (APEs)) are key actors in providing health services in rural communities. Supervision of CHWs has been shown to improve their work, although details of how it is implemented are scarce. In Mozambique, APE supervision structures and scope of work are clearly outlined in policy and rely on supervisors at the health facility of reference. The aim of this study was to understand how and which aspects of supervision impact on APE motivation and programme implementation. Qualitative research methodologies were used. Twenty-nine in-depth interviews were conducted to capture experiences and perceptions of purposefully selected participants. These included APEs, health facility supervisors, district APE supervisors and community leaders. Interviews were recorded, translated and transcribed, prior to the development of a thematic framework. Supervision was structured as dictated by policy but in practice was irregular and infrequent, which participants identified as affecting APE's motivation. When it did occur, supervision was felt to focus more on fault-finding than being supportive in nature and did not address all areas of APE's work - factors that APEs identified as demotivating. Supervisors, in turn, felt unsupported and felt this negatively impacted performance. They had a high workload in health facilities, where they had multiple roles, including provision of health services, taking care of administrative issues and supervising APEs in communities. A lack of resources for supervision activities was identified, and supervisors felt caught up in administrative issues around APE allowances that they were unable to solve. Many supervisors were not trained in providing supportive supervision. Community governance and accountability mechanisms were only partially able to fill the gaps left by the supervision provided by the health system. The findings indicate the need for an improved supervision system to enhance support and motivation and ultimately performance of APEs. Our study found disconnections between the APE programme policy and its implementation, with gaps in skills, training and support of supervisors leading to sub-optimal supervision. Improved methods of supervision could be implemented including those that maximize the opportunities during face-to-face meetings and through community-monitoring mechanisms.

Revitalization of clinical skills training at the University of the Western Cape.

PubMed

Jeggels, J D; Traut, A; Kwast, M

2010-06-01

Most educational institutions that offer health related qualifications make use of clinical skills laboratories. These spaces are generally used for the demonstration and assessment of clinical skills. The purpose of this paper is to share our experiences related to the revitalization of skills training by introducing the skills lab method at the School of Nursing (SoN), University of the Western Cape (UWC). To accommodate the contextual changes as a result of the restructuring of the higher education landscape in 2003, the clinical skills training programme at UWC had to be reviewed. With a dramatic increase in the student numbers and a reduction in hospital beds, the skills lab method provided students with an opportunity to develop clinical skills prior to their placement in real service settings. The design phase centred on adopting a skills training methodology that articulates with the case-based approach used by the SoN. Kolb's, experiential learning cycle provided the theoretical underpinning for the methodology. The planning phase was spent on the development of resources. Eight staff members were trained by our international higher education collaborators who also facilitated the training of clinical supervisors and simulated patients. The physical space had to be redesigned to accommodate audio visual and information technology to support the phases of the skills lab method. The implementation of the skills lab method was phased in from the first-year level. An interactive seminar held after the first year of implementation provided feedback from all the role players and was mostly positive. The results of introducing the skills lab method include: a move by students towards self-directed clinical skills development, clinical supervisors adopting the role of facilitators of learning and experiential clinical learning being based on, amongst others, the students' engagement with simulated patients. Finally, the recommendations relate to tailor-making clinical skills training by using various aspects of teaching and learning principles, i.e. case-based teaching, experiential learning and the skills lab method.

Do Safety Culture Scores in Nursing Homes Depend on Job Role and Ownership? Results from a National Survey.

PubMed

Banaszak-Holl, Jane; Reichert, Heidi; Todd Greene, M; Mody, Lona; Wald, Heidi L; Crnich, Christopher; McNamara, Sara E; Meddings, Jennifer

2017-10-01

To identify facility- and individual-level predictors of nursing home safety culture. Cross-sectional survey of individuals within facilities. Nursing homes participating in the national Agency for Healthcare Research and Quality Safety Program for Long-Term Care: Healthcare-Associated Infections/Catheter-Associated Urinary Tract Infections Project. Responding nursing home staff (N = 14,177) from 170 (81%) of 210 participating facilities. Staff responses to the Nursing Home Survey on Patient Safety Culture (NHSOPS), focused on five domains (teamwork, training and skills, communication openness, supervisor expectations, organizational learning) and individual respondent characteristics (occupation, tenure, hours worked), were merged with data on facility characteristics (from the Certification and Survey Provider Enhanced Reporting): ownership, chain membership, percentage residents on Medicare, bed size. Data were analyzed using multivariate hierarchical models. Nursing assistants rated all domains worse than administrators did (P < .001), with the largest differences for communication openness (24.3 points), teamwork (17.4 points), and supervisor expectations (16.1 points). Clinical staff rated all domains worse than administrators. Nonprofit ownership was associated with worse training and skills (by 6.0 points, P =.04) and communication openness (7.3 points, P =.004), and nonprofit and chain ownership were associated with worse supervisor expectations (5.2 points, P =.001 and 3.2 points, P =.03, respectively) and organizational learning (5.6 points, P =.009 and 4.2 points, P = .03). The percentage of variation in safety culture attributable to facility characteristics was less than 22%, with ownership having the strongest effect. Perceptions of safety culture vary widely among nursing home staff, with administrators consistently perceiving better safety culture than clinical staff who spend more time with residents. Reporting safety culture scores according to occupation may be more important than facility-level scores alone to describe and assess barriers, facilitators, and changes in safety culture. © 2017, Copyright the Authors Journal compilation © 2017, The American Geriatrics Society.

A vocational rehabilitation intervention for young adults with physical disabilities: participants' perception of beneficial attributes.

PubMed

Bal, M I; Sattoe, J N T; van Schaardenburgh, N R; Floothuis, M C S G; Roebroeck, M E; Miedema, H S

2017-01-01

Finding and maintaining employment is a major challenge for young adults with physical disabilities and their work participation rate is lower than that of healthy peers. This paper is about a program that supports work participation amongst young adults with chronic physical disabilities. The study aims to explore their experienced barriers and facilitators for finding and maintaining employment after starting this program, the participant-perceived beneficial attributes of the program and participants' recommendations for additional intervention components. Semi-structured interviews (n = 19) were held with former intervention participations. Interviews were recorded and transcribed ad verbatim. Themes were derived using the phenomenological approach. Physical functions and capacities, supervisor's attitude, self-esteem and self-efficacy and openness and assertiveness were experienced barriers and facilitators for finding and maintaining employment. Improvement of self-promoting skills and disclosure skills through job interview-training, increased self-esteem or self-efficacy through peer-support, a suitable job through job placement, improvement of work ability through arrangement of adjusted work conditions and change of supervisor's attitude through education provided to the supervisor were perceived as beneficial attributes of the intervention. Respondents recommended to incorporate assertiveness and openness skills training into future intervention programs. The findings suggest that programs supporting work participation should be designed to provide challenging, real-world experiential opportunities that provide young adults with physical disabilities with new insights, self-efficacy and life skills. Also, such programs should facilitate context centered learning. Former intervention participants, therefore, evaluated job-interview training, sharing learning and social experiences with peers, job placement, arrangement of adjusted work conditions and education as beneficial attributes of the 'At Work' program. In addition, they recommended, to incorporate more training on assertiveness and disclosure. We advise professionals to include these beneficial attributes in similar interventions in other contexts. © 2016 John Wiley & Sons Ltd.

42 CFR 493.1469 - Standard: Cytology general supervisor qualifications.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 5 2010-10-01 2010-10-01 false Standard: Cytology general supervisor... Nonwaived Testing Laboratories Performing High Complexity Testing § 493.1469 Standard: Cytology general supervisor qualifications. The cytology general supervisor must be qualified to supervise cytology services...

42 CFR 493.1471 - Standard: Cytology general supervisor responsibilities.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 5 2010-10-01 2010-10-01 false Standard: Cytology general supervisor... Nonwaived Testing Laboratories Performing High Complexity Testing § 493.1471 Standard: Cytology general supervisor responsibilities. The technical supervisor of cytology may perform the duties of the cytology...

42 CFR 493.1469 - Standard: Cytology general supervisor qualifications.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 5 2011-10-01 2011-10-01 false Standard: Cytology general supervisor... Nonwaived Testing Laboratories Performing High Complexity Testing § 493.1469 Standard: Cytology general supervisor qualifications. The cytology general supervisor must be qualified to supervise cytology services...

42 CFR 493.1471 - Standard: Cytology general supervisor responsibilities.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 5 2014-10-01 2014-10-01 false Standard: Cytology general supervisor... Nonwaived Testing Laboratories Performing High Complexity Testing § 493.1471 Standard: Cytology general supervisor responsibilities. The technical supervisor of cytology may perform the duties of the cytology...

42 CFR 493.1469 - Standard: Cytology general supervisor qualifications.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 5 2014-10-01 2014-10-01 false Standard: Cytology general supervisor... Nonwaived Testing Laboratories Performing High Complexity Testing § 493.1469 Standard: Cytology general supervisor qualifications. The cytology general supervisor must be qualified to supervise cytology services...

42 CFR 493.1469 - Standard: Cytology general supervisor qualifications.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 5 2012-10-01 2012-10-01 false Standard: Cytology general supervisor... Nonwaived Testing Laboratories Performing High Complexity Testing § 493.1469 Standard: Cytology general supervisor qualifications. The cytology general supervisor must be qualified to supervise cytology services...

42 CFR 493.1471 - Standard: Cytology general supervisor responsibilities.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 5 2013-10-01 2013-10-01 false Standard: Cytology general supervisor... Nonwaived Testing Laboratories Performing High Complexity Testing § 493.1471 Standard: Cytology general supervisor responsibilities. The technical supervisor of cytology may perform the duties of the cytology...

42 CFR 493.1471 - Standard: Cytology general supervisor responsibilities.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 5 2011-10-01 2011-10-01 false Standard: Cytology general supervisor... Nonwaived Testing Laboratories Performing High Complexity Testing § 493.1471 Standard: Cytology general supervisor responsibilities. The technical supervisor of cytology may perform the duties of the cytology...

42 CFR 493.1469 - Standard: Cytology general supervisor qualifications.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 5 2013-10-01 2013-10-01 false Standard: Cytology general supervisor... Nonwaived Testing Laboratories Performing High Complexity Testing § 493.1469 Standard: Cytology general supervisor qualifications. The cytology general supervisor must be qualified to supervise cytology services...

42 CFR 493.1471 - Standard: Cytology general supervisor responsibilities.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 5 2012-10-01 2012-10-01 false Standard: Cytology general supervisor... Nonwaived Testing Laboratories Performing High Complexity Testing § 493.1471 Standard: Cytology general supervisor responsibilities. The technical supervisor of cytology may perform the duties of the cytology...

Putting the Super in Supervisor: Determinants of Federal Employee Evaluation of Supervisors.

ERIC Educational Resources Information Center

Daley, Dennis M.

1997-01-01

Cross-sectional analysis of federal employee opinions of their supervisors showed that they believed the following to be crucial supervisor responsibilities: performance appraisal, protecting the merit system from prohibited practices, and enhancing employee job satisfaction and intrinsic motivation. (SK)

Role of commitment to the supervisor, leader-member exchange, and supervisor-based self-esteem in employee-supervisor conflicts.

PubMed

Landry, Guylaine; Vandenberghe, Christian

2009-02-01

Using survey data from 240 employees working in a variety of organizations, the authors examined the relations among commitment to the supervisor, leader-member exchange, supervisor-based self-esteem (SBSE), and relationship and substantive supervisor-subordinate conflicts. They found affective commitment was negatively related to both types of conflicts; perceived lack of alternatives commitment was positively related to relationship conflicts; and leader-member exchange was negatively related to substantive conflicts. SBSE was negatively associated with both types of conflicts. In addition, when SBSE was low, affective commitment was more strongly related to both types of conflicts, and normative commitment more strongly and positively related to substantive conflicts. The authors discuss the implications of these findings for the understanding of employee-supervisor conflicts.

Pygmalion effects among outreach supervisors and tutors: extending sex generalizability.

PubMed

Natanovich, Gloria; Eden, Dov

2008-11-01

Students who supervised other students who tutored grade-school pupils in a university-based outreach program were randomly assigned to Pygmalion and control conditions. Experimental supervisors were told that their tutors were ideally qualified for their tutoring role; control supervisors were told nothing about their tutors' qualifications. A manipulation check revealed that the experimental supervisors expected more of their tutors. Analysis of variance of tutorial success measures confirmed the Pygmalion effect among supervisors of both sexes. No main effect or interaction involving either supervisor sex or tutor sex was significant. As predicted, the experimental supervisors also provided better leadership and the experimental tutors increased their self-efficacy. This was the first demonstration of the Pygmalion effect among women leading men. Pygmalion effects may be produced without regard for sex.

Employee experience of workplace supervisor contact and support during long-term sickness absence.

PubMed

Buys, Nicholas J; Selander, John; Sun, Jing

2017-12-07

Workplace support is an important factor in promoting successful return to work. The purpose of this article is to examine relationships between supervisor contact, perceived workplace support and demographic variables among employees on long-term sickness absence. Data were collected from 204 public employees at a municipality in Sweden who had been on long term sickness absence (60 days or more) using a 23 question survey instrument that collected information on demographic variables, supervisor contact and perceived workplace support. Most injured employees (97%) reported having contact with their supervisors during their sickness absence, with a majority (56%) reporting high levels of support, including early (58.6%) and multiple (70.7%) contacts. Most were pleased with amount of contact (68.9%) and the majority had discussed workplace accommodations (68.1%). Employees who self-initiated contact, felt the amount of contact was appropriate, had a personal meeting with their supervisors and discussed workplace adjustments reported experiencing higher levels of support from supervisors. Employees on long-term sickness absence appreciate contact from their supervisors and this is associated with perceived workplace support. However, the amount and employee experience of this contact is important. It needs to be perceived by employees as supportive, which includes a focus on strategies (e.g., work adjustment) to facilitate a return to work. Supervisor training is required in this area to support the return to work process. Implications for Rehabilitation Contact and support from workplace supervisors is important to workers on long-term sickness absence. Employees appreciate frequent contact from supervisors during long-terms sickness absence. Employees appreciate a personal meeting with supervisors and the opportunity to discuss issues related to return to work such as work adjustment. Employers should provide training to supervisors on how to communicate and assist employees on long-term sickness absence.

Association between supervisors' behavior and wage workers' job stress in Korea: analysis of the fourth Korean working conditions survey.

PubMed

Kang, Shin Uk; Ye, Byeong Jin; Kim, ByoungGwon; Kim, Jung Il; Kim, Jung Woo

2017-01-01

In modern society, many workers are stressed. Supervisors' support or behavior can affect the emotional or psychological part of the worker. The purpose of this study is to investigate the effect of supervisor's behavior on worker's stress. The study included 19,272 subjects following the assignment of weighted values to workers other than soldiers using data from the Fourth Korean Working Condition Survey. Supervisors' behavior was measured using 5 items: "supervisor feedback regarding work," "respectful attitude," "good conflict-resolution ability," "good work-related planning and organizational ability," and the encouragement of participation in important decision making. Job stress was measured using 1 item: "I experience stress at work." Multiple logistic regression analysis was performed to examine the effects of supervisors' behavioral, general, occupational, and psychosocial characteristics on job stress in workers. Organizational characteristics associated with supervisors' behavior were also analyzed. The results showed that supervisors' provision of feedback regarding work increased workers' job stress (OR = 1.329, 95% CI = 1.203 ~ 1.468). When a supervisor respect workers (OR = 0.812, 95% CI = 0.722 ~ 0.913) or good at planning and organizing works (OR = 0.816, 95% CI: 0.732 ~ 0.910), workers' job stress decreased. In particular, the two types of supervisor behaviors, other than feedback regarding work, were high in private-sector organizations employing less than 300 employees. Supervisors' behavior influenced job stress levels in workers. Therefore, it is necessary to increase education regarding the effects of supervisors' behavior on job stress, which should initially be provided in private-sector organizations with up to 300 employees.

Excellence in the Surface Navy.

DTIC Science & Technology

1984-10-22

training was alsc stressed on these ships. The general feeling expressed by supervisors was that people had to learn their jobs to be effective, and...was different than others in which they had served. In general , they felt that the training prcgram was working as they always thought it should have...on their other ships, but for various reasons never had. The 105 --- " " .. a . . ’... i training program and their current coumand, in general , were

Identification of the Changing Educational Needs of Midwives in Developing New Dimensions of Care in a Variety of Settings and the Development of an Educational Package To Meet These Needs.

ERIC Educational Resources Information Center

Pope, Rosemary; And Others

The changing educational needs of midwives in England were assessed, and an open learning package for midwives was developed based on the findings. Data were collected from the following: questionnaires mailed to 1,100 registered midwives (70% response rate), all 205 coordinating supervisors of midwives in England (83% response rate); 1 randomly…

49 CFR 237.55 - Railroad bridge supervisors.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 49 Transportation 4 2011-10-01 2011-10-01 false Railroad bridge supervisors. 237.55 Section 237.55..., DEPARTMENT OF TRANSPORTATION BRIDGE SAFETY STANDARDS Qualifications and Designations of Responsible Persons § 237.55 Railroad bridge supervisors. A railroad bridge supervisor shall be a person, regardless of...

42 CFR 493.1467 - Condition: Laboratories performing high complexity testing; cytology general supervisor.

Code of Federal Regulations, 2010 CFR

2010-10-01

... testing; cytology general supervisor. 493.1467 Section 493.1467 Public Health CENTERS FOR MEDICARE....1467 Condition: Laboratories performing high complexity testing; cytology general supervisor. For the subspecialty of cytology, the laboratory must have a general supervisor who meets the qualification...

42 CFR 493.1467 - Condition: Laboratories performing high complexity testing; cytology general supervisor.

Code of Federal Regulations, 2014 CFR

2014-10-01

... testing; cytology general supervisor. 493.1467 Section 493.1467 Public Health CENTERS FOR MEDICARE....1467 Condition: Laboratories performing high complexity testing; cytology general supervisor. For the subspecialty of cytology, the laboratory must have a general supervisor who meets the qualification...

42 CFR 493.1467 - Condition: Laboratories performing high complexity testing; cytology general supervisor.

Code of Federal Regulations, 2012 CFR

2012-10-01

... testing; cytology general supervisor. 493.1467 Section 493.1467 Public Health CENTERS FOR MEDICARE....1467 Condition: Laboratories performing high complexity testing; cytology general supervisor. For the subspecialty of cytology, the laboratory must have a general supervisor who meets the qualification...