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Clinical education: the supervisory process
1Department of Speech Therapy, Queen Margaret College, Edinburgh.
The British Journal of Disorders of Communication
|December 1, 1991
Summary
This study analyzed clinical supervision, identifying clinician interview strategies and comparing perceptions of participation and feedback between supervisors and student therapists. Findings offer insights into effective supervisory practices.
Area of Science:
- Psychology
- Clinical Supervision
- Therapist Training
Background:
- Extends previous research on analyzing clinical competence in student therapists.
- Focuses on the supervisory process and its impact on trainee development.
Purpose of the Study:
- To analyze supervisory interactions and extend existing categories for assessing clinical competence.
- To investigate clinicians' use of interview strategies during supervision.
- To compare supervisors' and students' perceptions of their dyadic interactions.
Main Methods:
- Video-recording and analysis of supervisory interactions between five students and their clinicians.
- Utilizing visual analogue scales to rate participants' perceptions of the dyad.
- Categorizing clinicians' verbal comments and analyzing specific interview strategies.
Main Results:
- Clinicians' verbal comments aligned with previously identified categories.
- Seven distinct interview strategies were identified within the supervisory process.
- Supervisors were more accurate in estimating student participation, while students better estimated positive feedback.
Conclusions:
- The study validates existing categories for analyzing clinical competence in supervision.
- Identifies specific clinician interview strategies employed during supervision.
- Highlights discrepancies in perception between supervisors and students regarding participation and feedback, suggesting areas for improved training and communication.
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