Clinical Education Research Center, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.
Social Security Organization, Valiasr Regional Hospital, Education & Research Unit, Ghaemshahr, Iran.
BMC Med Educ. 2022 May 23;22(1):399. doi: 10.1186/s12909-022-03473-w.
Clinical supervision supports learners and paves the way for effective and efficient learning in clinical settings. This study aimed to explain the responsibilities of clinical supervisors in clinical education wards to improve the professional skills of medical students.
In this qualitative study, we used the conventional content analysis approach. The sample consisted of 16 faculty members of medical sciences and medical graduates of Iranian universities. Purposeful sampling and semi-structured interviews were used to collect data. The Graneheim and Lundman method (2004) analyzed the data.
From the analysis of interviews, 2 themes, 8 categories, and 18 subcategories were obtained. "Clinical supervisor responsibilities" as a theme includes the categories: "Creating motivation in learner", "Learner's need recognition", "Performance evaluation", "Creating learning opportunities", and "Professional ethics education". And, the sub-categories were: "Creating a supportive atmosphere", "Task assignment","Understanding training needs", "Understanding individual needs", "Periodic evaluation", "Proper feedback', "Reduce work stress", "Learner engagement' , "Learning Facilitation", "Attention to the patient's treatment", and "Ethical observance in relation to patients". As the second theme "Clinical supervisor characteristics" included the categories of: "Scientific competence", "Leading role", and "Ethical model". Their sub-categories are clustered as: "Knowledge of educational concepts", "Mastery of professional concepts", "Effective communication skills", "Understanding managerial concepts", "High resilience", "Career commitment ", and "social commitment" .
The clinical supervisor will improve the professional skills of medical students, which will improve the quality of services provided, train efficient graduates, and provide a safe and relaxing environment that leads to patient satisfaction.
临床监督支持学习者，并为临床环境中的有效和高效学习铺平道路。本研究旨在解释临床教育病房临床监督者的职责，以提高医学生的专业技能。
在这项定性研究中，我们使用了常规内容分析方法。样本由 16 名医学科学教师和伊朗大学的医学毕业生组成。采用目的性抽样和半结构化访谈收集数据。使用 Graneheim 和 Lundman 方法（2004 年）对数据进行分析。
通过对访谈的分析，得出了 2 个主题、8 个类别和 18 个子类别。“临床监督者的职责”作为一个主题，包括以下类别：“在学习者中创造动力”、“识别学习者的需求”、“绩效评估”、“创造学习机会”和“职业道德教育”。而子类别包括：“创造支持性氛围”、“任务分配”、“理解培训需求”、“理解个体需求”、“定期评估”、“适当的反馈”、“减轻工作压力”、“学习者参与”、“促进学习”、“关注患者的治疗”和“与患者相关的道德遵守”。作为第二个主题“临床监督者的特征”包括“科学能力”、“领导角色”和“道德模式”。它们的子类别包括：“教育概念知识”、“掌握专业概念”、“有效的沟通技巧”、“理解管理概念”、“高弹性”、“职业承诺”和“社会承诺”。
临床监督者将提高医学生的专业技能，从而提高所提供服务的质量，培养高效的毕业生，并提供安全、放松的环境，从而提高患者满意度。
