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Related Experiment Video

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Script or style? Analysis of the relationship between teaching scripts and supervision style.

Julia Sader^1,2, Nadia M Bajwa^1,3, Robin Lüchinger¹

¹Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland.

|January 8, 2026

Summary

This summary is machine-generated.

Clinical teachers utilize teaching scripts during student supervision, operationalizing them into four distinct styles. These styles are influenced by experience and skills but do not vary by teaching experience level.

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Area of Science:

Medical Education
Clinical Supervision
Cognitive Science in Teaching

Background:

Clinical teachers employ both clinical and teaching scripts during student supervision.
Understanding how these teaching scripts are used is crucial for effective clinical reasoning instruction.

Purpose of the Study:

To explore the operationalization of teaching scripts in clinical reasoning supervision.
To evaluate if teaching scripts and their activation differ based on clinical teachers' experience levels.

Main Methods:

20 clinical teachers participated in a simulated clinical supervision session.
Sessions were videotaped, followed by semi-structured and stimulated recall interviews.
Data were analyzed using deductive and inductive approaches.

Main Results:

Teaching scripts were operationalized into four supervision styles, defined by pedagogical richness and approach flexibility.
Factors like context, prior experience, training, and reflective skills influenced these styles.
Supervision styles did not significantly vary with the level of teaching experience.

Conclusions:

Clinical teachers' supervision styles are diverse and influenced by multiple factors.
Faculty development programs can leverage insights into teaching scripts and supervision styles to enhance clinical teaching.
Targeted interventions can improve clinical teachers' supervision skills.