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Supervision interactions and student learning: how supervision can influence learning.

Anna Schmutz1, Ilse Meyer2, Elize Archer2

  • 1Division of Physiotherapy, Faculty of Medicine and Health Sciences, Stellenbosch University , Cape Town, South Africa.

Physiotherapy Theory and Practice
|June 21, 2019
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Summary
This summary is machine-generated.

Clinical educator supervision interactions significantly impact physiotherapy student learning. Considering contextual, personal, and relational elements enhances student development and future patient relationships.

Keywords:
Clinical educationphysiotherapystudent-centredsupervision interactions

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Area of Science:

  • Health Professions Education
  • Physiotherapy
  • Clinical Supervision

Background:

  • Supervision interactions are fundamental to clinical education.
  • Understanding their construction is key to optimizing student learning.
  • This study focuses on physiotherapy clinical education.

Purpose of the Study:

  • To explore how Clinical Educators and physiotherapy students utilize supervision interactions for student learning.
  • To describe the perceptions and experiences of both educators and students.
  • To identify factors influencing the effectiveness of supervision.

Main Methods:

  • Qualitative research approach.
  • Semi-structured individual interviews with 10 participants (6 students, 4 Clinical Educators).
  • Thematic analysis to identify key themes.

Main Results:

  • Three core themes emerged: contextual, personal, and relational elements.
  • These elements significantly influenced student learning.
  • Consideration of these elements impacted students' future patient relationships.

Conclusions:

  • Effective leadership and management by Clinical Educators are crucial for supervision.
  • Contextual, relational, and personal factors must be integrated into supervision.
  • Support for Clinical Educators, students, and placements is recommended.