A CLINICAL SUPERVISION AND PEER CONSULTATION PRACTICE IN PROBLEM BASED LEARNING PROCESS

Main Article Content

Yeşim Şenol
Mualla Bilgin Aksu

Abstract

To test the effectiveness of clinical supervision as an assessment method in the practices of faculty members attending PBL courses, to determine the effectiveness of the courses and to discuss its conformity for faculties of medicine. Clinical supervision and peer consultation methods were used to evaluate the performance of the 34 faculty members who took charge in Problem Based Learning modules. The students, the faculty members themselves, the clinical supervisor and the peer consultants participated in the evaluation. The satisfactory and underdeveloped skills of the faculty members, which they need throughout the implementation steps of PBL, were determined. Overall, the faculty members included in the study were found to be successful. As for the quantitative results, they indicate the faculty members’ opinion that the method may ensure standardization and improve the quality of the education. However, there are also some faculty members who are dissatisfied with the method and think that it is time-consuming. The obtained data suggest that peer consultation and clinical supervision can be applied in medical schools and may help faculty members develop their professional skills.

Article Details

Section
Articles
Author Biography

Yeşim Şenol, Akdeniz University Faculty of Medicine Medical Education Department

medical education

References

REFERENCES
Acheson, K.A., Gall, M.D. (1997) Techniques in the Clinical Supervision of Teachers, Peer consultation. (Newyork, Longman).
Busari, J.O., Koot, BG. (2007) Quality of clinical supervision as perceived by attending doctors in university and district teaching hospital. Medical Education, 41, pp.957-964.
Buus, N., Gonge, H. (2009) Empirical studies of clinical supervision in psychiatric nursing: a systematic literature review and methodological critique. International Journal of Mental Health Nursing, 18, pp. 250-264.
Cooper, M.H. (2003) An Exploration of tutors’ experiences of facilitating Problem-Based Learning, Part 2- implications for the facilitation of Problem-Based Learning, Nurse Education Today, 23, pp. 65-75.
Cottrell, D., Kilminster, S., Jooly, B., Grant, J. (2002) What is effective supervision and how does it happen? A critical incident study. Medical Education, 36, pp.1042-1049.
Das, M., Mpofu, D.J.S., Hasan, M.Y., Steward, T.S. (2002) Student perceptions of tutor skills in problem-based learning tutorials. Medical Education, 36, pp. 272-278.
Heppner, P.P., Johnston, J.A. (1994) Peer consultation: faculty and students working together to improve teaching. Journal of Counseling & Development, 72, pp. 492-494.
Kilminster, S., Cottrell, D., Grant, J., Jolly, B. (2007) AMEE Guide No.27: Effective educational and clinical supervision, Medical Teacher, 29, pp. 2-19.
Launer, J. (2006) Supervision, Mentoring And Coaching: One- To One Learning Encounters in Medical Education, Association for The Study Of Medical Education.
McMahon, M., Patton, W. (2000) Conversations on clinical supervision: benefits perceived by school counsellors. British Journal of Guidance and Counselling, 28, pp. 339-351.
Newble, D., Cannon, R.A. (2000) A Handbook for Medical Teachers. (Kluwer academic publication).
Sergiovanni, T., Starratt, R. (2002) Supervision: A Redefinition (New York, McGraw- Hill).
Sox, C.M., Burstin, H.R., Orav, E.J., Conn, A., Setnick, G., Rucker, D.W., Dasse, P., Brennan, T.A. (1998) the effect of supervision of residents on quality of care in five university affiliated Emergency Department. Academic Medicine, 73, pp. 776-82.
Steinert, Y. (2000) Faculty development in the new millennium: key challenges and future directions. Medical Teacher, 22, pp. 44-50
Steinert, Y., Mann, K., Centono, A., Dolmans, D., Spencer, J., Gelula, M., Prideaux, D. (2006) A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide no:8. Medical Teacher, 28, pp. 497-526.