The Development of Supervisory Functions as Experienced by Attending Physicians and Medical Trainees: A Qualitative Directed Content Analysis
DOI:
https://doi.org/10.22317/jcms.v7i4.1012Keywords:
Supervision; Medical Trainees; Attending physicians; management; Support; EducationAbstract
Objectives: this study aimed to identify the core components of supervisory functions experienced by attending physicians and medical trainees.
Methods: This qualitative study was conducted based on the directed content analysis. Intentional sampling with maximum variation was used to select the required participants among medical trainees and attending physicians in teaching hospitals at Shahid Beheshti and Hamadan University of Medical Sciences, Iran. A semi-structured interview was used as the most important method of data collection in this study. Data saturation was reached after interviewing 20 participants.
Results: In this study, 11 categories were identified through performing the interviews. Management supervision includes Academic Discipline and Monitor and follows the implementation of the curriculum. The themes of educational supervision were as follows: Empowering of non-faculty educators, Control over trainees' academic achievement, Supervision of trainees' performance, and Activities’ educators of evaluation Supportive supervision included improving trainees’ resilience, Provide functional support and Diversity and condition of providing support services. As well, the fourth theme from the participants’ initial codes was observed to be professionalism, including Professional accountability and Respect for patient rights.
Conclusions: This study highlighted the important aspects for which clinical supervision functions need to be improved, to maximize their benefit to medical students. Supervisors are responsible to ensure these three functions occur across the course. Care must be taken to ensure that one function does not become the focus.
References
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28. Kadushin A, Harkness D. Supervision in social work. Columbia University Press; 2002.
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33. Laack K. The role of social support in the success and retention of undergraduate nursing students. 2013.
34. Crisp DA, Rickwood D, Martin B, Byrom N. Implementing a peer support program for improving university student wellbeing: The experience of program facilitators. Australian Journal of Education. 2020;64(2):113-126.
35. Kemp S, Hu W, Bishop J, et al. Medical student wellbeing–a consensus statement from Australia and New Zealand. BMC medical education. 2019;19(1):1-8.
36. Vogan CL, McKimm J, Da Silva AL, Grant A. Twelve tips for providing effective student support in undergraduate medical education. Medical teacher. 2014;36(6):480-485.
37. Moir F, Henning M, Hassed C, Moyes SA, Elley CR. A peer-support and mindfulness program to improve the mental health of medical students. Teaching and learning in medicine. 2016;28(3):293-302.
38. Park J, Woodrow SI, Reznick RK, Beales J, MacRae HM. Observation, reflection, and reinforcement: surgery faculty members' and residents' perceptions of how they learned professionalism. Academic medicine. 2010;85(1):134-139.
39. Cinteza M. The Stethoscope at the Age of 200: Will “He†Survive? Maedica. 2016;11(1):3.
40. Fatemi S, Moosavi S, Nikro R, Mohemkar-kherandish S. Exploration of Medical Sciences Students and Educational Custodians View about Educational Equity in Clinical Environment. Research in Medical Education. 2016;8(4):1-10.
2. Amiresmaili M, Nekoei Moghadam M, Moosazadeh M, Pahlavan E. Challenges of general practice education in Iran: A qualitative study. Strides in Development of Medical Education. 2013;9(2):118-131.
3. Nasri K, Kahbazy M, Noroozy A, Nasri S. The medical education problems and possible Solutions in stagers and intern's view points of Arak University of Medical Sciences, 2006-07. Journal of Arak University of Medical Sciences. 2010;12(4):111-121.
4. Yazdankhafard M, Poladi, SH. et al. The stressors of clinical education from students' point of view in Bushehr University of Medical Sciences. Iranian Journal of Medical Education. 2008;8:341-350.
5. Shapiro SL, Shapiro DE, Schwartz GE. Stress Management in Medical Education A Review of the Literature. Academic Medicine. 2000;75(7):748-759.
6. Kahrazee F, Tamini BK, Daryasari SK, Mahdavi A, Kooteh BR, Qadimi A. Coping with Stress, Depression and Fear of Negative Social Evaluation through Comparing Wives of Addicted and non-Addicted Men. Maedica. 2018;13(4):305.
7. Koohpayehzadeh J, Ahmadi MH, Dehnad A. Validity and reliability of activities coaching context questionnaire. Medical journal of the Islamic Republic of Iran. 2014;28:41.
8. Razmjou S, Baradaran HR, Kouhpayehzadeh J, Soltani-Arabshahi K. Comparison of quality of clinical supervision as perceived by attending physicians and residents in university teaching hospitals in Tehran. Medical journal of the Islamic Republic of Iran. 2015;29:248.
9. Tuck JA. A new approach to team clinical supervision on an acute admissions unit. Mental Health Practice. 2017;20(5).
10. Kadushin A, Harkness D. Supervision in social work. Columbia University Press; 2014.
11. Basa v. Models of supervision in therapy, brief defining features. European Journal of Counselling Theory,Research and Practice. 2017;1(4):1-5.
12. Hawkins P, Shohet R. Supervision in the helping professions. McGraw-Hill Education (UK); 2012.
13. Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qualitative health research. 2005;15(9):1277-1288.
14. Gillieatt S, Martin R, Marchant T, Fielding A, Duncanson K. Evaluation of an inter-professional training program for student clinical supervision in Australia. Hum Resour Health. 2014;12:60.
15. Tarman B. Discipline or classroom management. Journal of Learning and Teaching in Digital Age. 2016;1(2):37-44.
16. Minnesota. Student Supervision During Clinical Activities.The University of Minnesota Medical School (UMMS). https://med.umn.edu/sites/med.umn.edu/files/student_supervision_during_clinical_activities.pdf. Published 2019. Accessed.
17. Tabei S, Afshar L. Ethical considerations in Medical education and patient rights in educational hospital. Med Ethics Q. 2010;4(13):89-105.
18. Farajpour A, Afshar. Review of Ethical Consideration in Clinical Training; Propose Behavioral Codes in Iranian Educational System. journal of Ahwaz Jundishapur University of Medical Sciences. 2016;1.
19. Columbia. Supervision of Students in Required Clinical Learning Experiences. Policy Advisory Subcommittee (PAS)MD Undergraduate Education Committee (MDUEC)the University of British Columbia. 2017;Next Review 2022.
20. Beigzadeh A, Bahaadinbeigy K, Adibi P, Yamani N. Identifying the challenges to good clinical rounds: A focus-group study of medical teachers. Journal of Advances in Medical Education & Professionalism. 2019;7(2):62.
21. Keshavarzi MH, Safari E, Shakarabi M, Kangrani Farahani AR, Taghavinia M, Zabihi Zazoly A. The Effect of Teaching Cognitive Strategies on the Academic Achievement of Medical Students. Development Strategies in Medical Education. 2019;6(2):1-9.
22. Patel P. An evaluation of the current patterns and practices of educational supervision in postgraduate medical education in the UK. Perspectives on medical education. 2016;5(4):205-214.
23. Florida. Medical Student Roles and Supervision.Florida Atlantic University Charles E. Schmidt College of Medicine (FAU COM). http://med.fau.edu/faculty/documents/adminpolicies/Medical%20Student%20Roles%20and%20Supervision%20Policy.pdf. Published 2018. Accessed.
24. Boston. Clinical Supervision Policy.Boston University School of Medicine. https://www.bumc.bu.edu/busm/files/2018/11/Clinical-Supervision-Policy.pdf. Published 2018. Accessed.
25. MCGILL. Supervision Policy for Trainees in the Clinical Team . The University of MC GILL Faculty of medicine https://mcgill.ca/ugme/files/ugme/supervision_policy_for_trainees_in_clinical_team_v1.1.pdf. Published 2016. Accessed.
26. ESFCOM. Clinical Supervision of Medical Students.Vice Dean for Academic and Community Partnerships.Washington State University.Elson S. Floyd College of Medicine. https://medicine.wsu.edu/documents/2017/08/clinical-supervision-of-medical-students.pdf/. Published 2017. Accessed.
27. COLUMBIA. Expectations of Clinical Supervisors and Preceptors of Students in Clinical Settings.The University of BRITISH COLUMBIA.Date of Next Review:April 2021. https://mednet.med.ubc.ca/AboutUs/PoliciesAndGuidelines/Policies%20Guidelines/Supervision%20of%20Students%20in%20%20Required%20Clinical%20Learning%20Experiences%20(031).pdf. Published 2018. Accessed.
28. Kadushin A, Harkness D. Supervision in social work. Columbia University Press; 2002.
29. Gan GG, Yuen Ling H. Anxiety, depression and quality of life of medical students in Malaysia. Med J Malaysia. 2019;74(1):57-61.
30. Shahraki Z, Afshari M, Ghajarzadeh M, Tanha FD. How Different are Men with Infertility-Related Problems from Fertile Men in Prevalence of Depression, Anxiety and Quality of Life? Maedica. 2019;14(1):26.
31. Caspi J, Reid WJ. Educational supervision in social work: A task-centered model for field instruction and staff development. Columbia University Press; 2002.
32. WUSM. MD: ClinicalSupervision Policyfor Medical Studentson Clinical Rotations.approved by the Academic Affairs Committee.Washington University School of Medicine(WUSM). https://bulletin.wustl.edu/medicine/policies/md-clinical-supervision/md-clinical-supervision.pdf. Published 2020. Accessed.
33. Laack K. The role of social support in the success and retention of undergraduate nursing students. 2013.
34. Crisp DA, Rickwood D, Martin B, Byrom N. Implementing a peer support program for improving university student wellbeing: The experience of program facilitators. Australian Journal of Education. 2020;64(2):113-126.
35. Kemp S, Hu W, Bishop J, et al. Medical student wellbeing–a consensus statement from Australia and New Zealand. BMC medical education. 2019;19(1):1-8.
36. Vogan CL, McKimm J, Da Silva AL, Grant A. Twelve tips for providing effective student support in undergraduate medical education. Medical teacher. 2014;36(6):480-485.
37. Moir F, Henning M, Hassed C, Moyes SA, Elley CR. A peer-support and mindfulness program to improve the mental health of medical students. Teaching and learning in medicine. 2016;28(3):293-302.
38. Park J, Woodrow SI, Reznick RK, Beales J, MacRae HM. Observation, reflection, and reinforcement: surgery faculty members' and residents' perceptions of how they learned professionalism. Academic medicine. 2010;85(1):134-139.
39. Cinteza M. The Stethoscope at the Age of 200: Will “He†Survive? Maedica. 2016;11(1):3.
40. Fatemi S, Moosavi S, Nikro R, Mohemkar-kherandish S. Exploration of Medical Sciences Students and Educational Custodians View about Educational Equity in Clinical Environment. Research in Medical Education. 2016;8(4):1-10.
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Published
2021-08-26
How to Cite
Ahmady, S., & Seidi, M. (2021). The Development of Supervisory Functions as Experienced by Attending Physicians and Medical Trainees: A Qualitative Directed Content Analysis. Journal of Contemporary Medical Sciences, 7(4), 202–210. https://doi.org/10.22317/jcms.v7i4.1012
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