School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Brisbane, Australia.
J Interprof Care. 2012 Nov;26(6):465-71. doi: 10.3109/13561820.2012.718813. Epub 2012 Aug 30.
Our understanding of the qualities and value of clinical supervision is based on uniprofessional clinical education models. There is little research regarding the role and qualities needed in the supervisor role for supporting interprofessional placements. This paper reports the views and perceptions of medical and allied heath students and supervisors on the characteristics of clinical supervision in an interprofessional, international context. A qualitative case study was used involving semi-structured interviews of eight health professional students and four clinical supervisors before and after an interprofessional, international clinical placement. Our findings suggest that supervision from educators whose profession differs from that of the students can be a beneficial and rewarding experience leading to the use of alternative learning strategies. Although all participants valued interprofessional supervision, there was agreement that profession-specific supervision was required throughout the placement. Further research is required to understand this view as interprofessional education aims to prepare graduates for collaborative practice where they may work in teams supervised by staff whose profession may differ from their own.
我们对临床监督的素质和价值的理解是基于单一专业的临床教育模式。对于支持跨专业实习的监督角色所需的作用和素质，相关研究甚少。本文报告了医学生和导师对跨专业国际实习环境中临床监督特征的观点和看法。采用定性案例研究方法，在跨专业国际临床实习前后，对 8 名卫生专业学生和 4 名临床导师进行了半结构化访谈。研究结果表明，教育工作者的监督——其专业与学生不同——可能是有益和有益的，导致使用替代学习策略。尽管所有参与者都重视跨专业监督，但他们一致认为在整个实习过程中都需要特定专业的监督。需要进一步研究以了解这一观点，因为跨专业教育旨在培养毕业生进行协作实践，他们可能在由专业可能与其自身不同的工作人员监督的团队中工作。
