The experience of physician supervisors with clerkship students: a qualitative study

dc.creator	Charlotte Silén
dc.creator	Anna Kiessling
dc.creator	Jonas Spaak
dc.creator	Peter Henriksson
dc.date	2011-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:35Z
dc.date.available	2015-07-20T22:05:35Z
dc.identifier	10.5116/ijme.4e0c.23de
dc.identifier	2042-6372
dc.identifier	https://doaj.org/article/fd666502a5f64d9b86c9650c74dba802
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/9861
dc.identifier.uri	https://doaj.org/article/fd666502a5f64d9b86c9650c74dba802
dc.description	Objectives: The purpose of this study was to describe full-time physicians' conceptions of being clinical supervisors when introducing students to professional practice and having dedicated time with their students without the distraction of other clinical duties. Methods: The study was conducted during 2009 at Danderyd University Hospital in Stockholm, Sweden where 61 physicians have had the role of full-time supervisors. Nineteen of these physicians, both male (n = 9) and female (n = 10) varying in age and experience, were interviewed regarding their experience following supervision of first-year clerkship students which were undertaking five weeks of introductory course in clinical skills. The interviews were transcribed verbatim and thematised using inductive content analysis according to theoretical assumptions of communication theory. Results: Being present in the moment and not having to worry about other clinical duties was identified as the most fundamental theme for supervision. Participants stressed the importance of dedicated time to fulfil their role. Three other themes: being a catalyst for learning; being an expert; and supporting students' sense of coherence, revealed how supervisors support student learning in different ways. Conclusions: Full-time supervision allowed physicians to pay close attention to the student's learning process as well as their interaction with patients or PBL group members. They were able to use their experience and expertise to engage students in their own learning and to give skilful feedback. Furthermore, they were able to create a coherent learning environment for students to realise the true meaning of being a doctor. These factors may become important in design of clinical courses.
dc.language	English
dc.publisher	IJME
dc.relation	http://www.ijme.net/archive/2/physician-supervisors-experience-with-clerkship-students.pdf
dc.relation	https://doaj.org/toc/2042-6372
dc.rights	CC BY
dc.source	International Journal of Medical Education, Vol 2, Pp 56-63 (2011)
dc.subject	clinical supervision
dc.subject	clinical education
dc.subject	undergraduate medical education
dc.subject	qualitative study
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The experience of physician supervisors with clerkship students: a qualitative study
dc.type	Article