[box style=”rounded” border=”full”]
This page is for training up Educational Supervisors. If you’re a trainee who has stumbled across this page, please don’t run away. By all means have a look around – understanding what your Educational Supervisor is expecting from you will in turn help you deliver the ‘right stuff’. This will help your training run smoothly and trouble-free (and that in turn means you can focus on enjoying it).
Educational Supervision is quite an onerous task. It’s not that easy to get your head around it in one go. To make this process easier, I’ve broken it down into its contents and process. The whole of this training page will take around 1 hour to complete. Consider doing say two of the tasks each day for 5 days – you’re less likely to fall asleep! And yes, you heard right – this training page contains some tasks. PLEASE DO THESE before looking at the accompanying video clips for the ‘answers’. Doing the tasks before looking at the videos helps you identify variances between your approach and that shown in the video. Hence, you can identify and then work on your deficiencies. Going straight for the videos stops this from happening which then obstructs your development as an effective Educational Supervisor.
By the way, most video clips are under 10 minutes long. If you have any suggestions, please let me know (firstname.lastname@example.org). In the mean time, don’t forget to flick your computer speakers on. Oh, and if there is a problem viewing the videos at work, try a non-NHS networked computer like the one in your home.
Ramesh Mehay, 2012
SOME GENERAL PRINCIPLES ON THE PROCESS (The Oasis 7 Stage model)
- Contact: Establish rapport. Build relationships
- Commitment/Contract: Create conditions. Agree boundaries. Establish initial outcomes. Establish mutual responsibility. Identify areas of concern. Establish time, frequency and style of meetings. Develop a working alliance.
- Clarification: Create safety to allow disclosure. Offer permission. Enable individuals to gain greater understanding. Identify issues. Listen for themes.
- Challenge: Encourage self confrontation. Select themes or patterns. Identify the impasse. Hold the challenge. Support through the challenge.
- Choice: Widen options. Open new perspectives. Generate choice. Anticipate consequences. Move towards change.
- Change: Enable the individual to take charge. Learn and manage the change process. Manage consequences. Monitor and evaluate results. Bring action into the world.
- Closure: Bring the work and the relationship to a close. Review and evaluate the effort. Part and say goodbye.
SOME GENERAL NOTES ON THE CONTENT
Educational Supervision should explore a number of areas if we truly want to help the individual – this includes social as well as working life (as the former often impacts on the latter). Here are some examples of things that you might want to cover. Some of these will need covering each time you hold an ES review but others may be more important when they are relevant. Some of the data for the discussion may be directly obtained from a dialogue with the supervisee, but you may also need to triangulate this with other data sources like their e-record, feedback from their colleagues, feedback from patients and so on.
At each meeting, you should cover…
- Examples of training or work that are going well. Achievements.
- Review of Assessments – COTs, CBDs, mini-CEXs, multisource feedback, patient surveys, Clinical Supervisor’s Report and so on.
- Aspects of training or work where there is a need for further development.
- Factors – positive or negative which have impacted on current performance.
- Additional skills, knowledge or experience that would help your development
Where relevant, some of the following may need deeper discussion…
- Workload issues
- Study leave
- Personality issues and relationship problems
- Career issues
- Difficulties achieving standards
- Difficulties with doing work
- Dealing with complaints
- Personal problems
- Time management
- Home v work balance
- Coping with stress
EDUCATIONAL SUPERVISION IN ACTION – the process
What follows is a set of five 5-10 minute videos which aim to put everything into perspective. Please watch these before continuing with the rest of the training session.
- Educational Supervision – some ground rules
- Educational Supervision – purpose (what’s it all about?)
- Educational Supervision – the process
- Educational Supervision – tips for newbies
- Educational Supervision – troubleshooting
EDUCATIONAL SUPERVISION IN ACTION – the content
Learning Log entries – the number of entries
Take a look at this list of learning log entries: click here
- Question 1: Is this an appropriate number of learning log entries for a 6 month period?
- Question 2: If this was your ST1 trainee, what advise would you give? What should they be aiming for?
- Click here to see the video clip with the ‘answers’
- Log entries – summary of video content in a word document
THE SECTION BELOW IS STILL BEING COMPILED
Learning Log entries – the quality of entries (reflection)
Let’s look at the first three learning log entries. Read through them and then go through the questions below. They are provided here in detail for your convenience.
- Question 3: A good log entry should show good signs of learning and reflection. What is good reflection or learning?
- Question 4: Do the entries show evidence of learning or reflection?
- Question 5: Do the entries give you enough evidence to help you make a judgement of progress?
- Question 6: If this were your ST1, what advice would to give them to improve the quality of their log entries?
Look at the three learning log entries you’ve just looked at in the previous section again.
- Question 7: What do you think about the curriculum linkage by the ST1?
- Question 8: Is it acceptable? Are there more appropriate links?
- Question 9: If this was your ST1, what advice would you give them regarding curriculum linkage?
Reading log entries
- Question 10: Does the Educational Supervisor need to read all the entries in a trainee’s eportfolio?
- Question 11: How many is enough? How does one decide?
Learning Log – making ES comments
Read these two learning log entries from the same trainee. Pay particular attention to the Educational Supervisor’s comments (ignore the dates dates of the ES comments).
- Question 12: What do you think of the quality of the ES comments here? Can you spot on good features that make the comments helpful? Are there any bad features? How might you improve on them?
- Question 13: Are ES comments important? If so, what is their function
- Question 14: How often should the ES be making comments?
- Question 15: What makes a comment useful/helpful?
Validating against competency areas
Read these two learning log entries again. Pay particular attention to the competency areas the Educational Supervisor has validating them against.
- Question 16: Do you think the ES validation is appropriate? Which, if any, are not? Are there any that you think should be included that are not? (click here to see the whole 12 competency areas).
- Question 17: How many VALIDATED learning log entries should there be per week?
Looking at the evidence (View Evidence)
CBD/COT Mapping sheets
Trainee self rating scale
Your rating scale (where it says ‘record rating’)
Pulling it all together
Here’s a video showing the whole process
Summary check list for educational supervision.