Department of General Internal Medicine, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan.
Department of Clinical Education and Training, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan.
Med Educ Online. 2024 Dec 31;29(1):2405473. doi: 10.1080/10872981.2024.2405473. Epub 2024 Sep 18.
Although school-based planned education has steadily been introduced, master-apprentice learning is still an indispensable part of medical education. All medical clinical teachers begin their careers as medical students, often without knowing exactly how they will learn to teach. Kilminster and Jolly identified three primary functions of clinical supervisors including clinical teaching, support and guidance, and work supervision. Therefore, we designed a study using questionnaires to assess the three factors of clinical educators for past supervised experiences, including 'being instructed,' 'being supported,' and 'being supervised,' based on Kilminster and Jolly's illustration in 2000, to see the relationship between the three factors mentioned above.
The study started with a literature review to construct the essential items regarding past supervised experiences of physicians as clinical teachers. We invited 10 experts from fields including medical education and experienced clinical teachers to assess the content validity. One hundred physicians in teaching hospitals were sampled for the preliminary test. Another 364 physicians in teaching hospitals were sampled for the formal study of confirmatory factor analysis and pathway analysis.
The" Past Supervised Experiences with Educational Roles Scale" showed satisfying reliability with all Cronbach's α values exceeding .80, and three factors from supervised experiences were identified, including 'being supported,' 'being instructed,' and 'being supervised.' In our model, the 'being supported' experience could positively affect 'being supervised' with significance, directly and indirectly, by being instructed.
Our study developed a validated instrument that allows investigation of the formation of better-supervised experiences from current physicians. Our findings inspired us to focus more on supportive coaching in teaching and supervising medical trainees. Our study indicated that faculty development for skills of supporting students is crucial to effective clinical teaching and supervision.
尽管学校规划的教育一直在稳步推进，但师徒学习仍然是医学教育不可或缺的一部分。所有医学临床教师都是从医学生开始他们的职业生涯的，他们通常不知道自己将如何学习教学。Kilminster 和 Jolly 确定了临床主管的三项主要职能，包括临床教学、支持和指导以及工作监督。因此，我们设计了一项研究，使用问卷评估临床教育者过去监督经验的三个因素，包括“被指导”、“被支持”和“被监督”，基于 Kilminster 和 Jolly 在 2000 年的说明，以了解上述三个因素之间的关系。
该研究首先进行文献回顾，构建有关医生作为临床教师过去监督经验的基本项目。我们邀请了包括医学教育和经验丰富的临床教师在内的 10 名专家来评估内容效度。我们对教学医院的 100 名医生进行了预测试。对教学医院的另外 364 名医生进行了正式的确认性因素分析和路径分析研究。
“过去教育角色监督经验量表”显示出令人满意的可靠性，所有 Cronbach's α 值均超过.80，并且从监督经验中确定了三个因素，包括“被支持”、“被指导”和“被监督”。在我们的模型中，“被支持”的经验可以通过“被指导”直接和间接地积极影响“被监督”。
我们的研究开发了一种经过验证的工具，可以调查当前医生更好的监督经验的形成。我们的发现促使我们更加关注教学和监督医学生的支持性指导。我们的研究表明，支持学生技能的教师发展对于有效的临床教学和监督至关重要。
