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Learning Enhancement and Development

Session 1F - Paper 2

Interactive education to stimulate clinical mentor discussion and learning, to support student success.

Session Slides

Gill Harrison - City, University of London, School of Health Sciences

Allison Harris - City, University of London, School of Health Sciences

The education of clinical supervisors is to ensure that they are fully prepared to engage and support students in the workplace, to help students to succeed. The workshops encourage supervisors to share experiences of supervision and discuss challenges faced in providing feedback to their trainees, which is transferable to other programmes.

High quality, supportive supervision in the workplace is essential to engage learners in the learning process and ensure they develop the necessary skills and competencies to practice safely. In the healthcare setting there have been increasing complaints of bullying (Francis, 2013; Wilson 2016), particularly towards students (West-Wigley 2016).

As part of the clinical supervisor training in one health care programme it became apparent, through student feedback, that supervisors needed more support in providing clear, honest, constructive feedback in a way that facilitates learning, rather than undermines the learners’ confidence. McKimm (2009) emphasises the importance of clinical supervisors being able to give feedback in clinical practice. With this in mind we introduced a more interactive supervisors’ training day which, in addition to exploring formative progress monitoring and final clinical competency assessment schemes, now covers issues of feedback and an overview of how learners learn and remember. We also encourage discussion of real scenarios from clinical practice, in which supervisors have faced challenging situations, to discuss potential solutions amongst new and more experienced supervisors. This type of interactive, experiential learning has been shown to help develop skills and knowledge (Silberman and Biech, 2015).Haure et al (2014) suggest that developing trust and providing appropriate feedback is crucial to helping the learner progress and self-evaluate through reflection on their actions. “Vague or insufficient feedback” can be a detriment to students’ evaluation of their own abilities (Haure et al, 2014, page 447).

With the advent of apprenticeship training, workplace supervision will become an even more important element in support of student learning. It is also recognised that providing good quality, constructive feedback is crucial in any learning situation. We aim to share some of the methods used within the supervisors’ training, to engage staff in discussions about best practice for providing feedback and engaging with learners and invite discussion about the use of video scenarios to stimulate discussion in teaching and learning

Learning outcomes
*An overview of how interactive learning has been used in training clinical supervisors’, particularly in relation to providing effective feedback
*Demonstration of how a video scenario is used to stimulate discussion and peer learning
*Reflection of learning from the video scenarios.


Francis R (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. Executive Summary. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/279124/0947.pdf (Accessed 6 March 2016)

Hauer, K, ten Cate, O. Boscardin, C. Irby, D. Lobst, W. and O’Sullivan, P. (2014) “Understanding trust as an essential element of trainee supervision and learning in the workplace”, Advances in Health Sciences Education. 19 (3), pp. 435 - 456.

McKimm, J.(2009) “Clinical Teaching Made Easy”. British Journal of Hospital Medicine. 70 (3), pp. 158 - 161. Available at http://www.faculty.londondeanery.ac.uk/other-resources/files/BJHM_%20Giving%20effective%20feedback.pdf (Accessed 6 March 2017)

Silberman, M and Biech, E. (2015) Active Training: A Handbook of Techniques, Designs, Case Examples, and Tips. New Jersey, Wiley.

West-Wigley, L. (2016) Survey into student bullying on clinical placement. Society and College of Radiographers. Available at: https://www.sor.org/learning/document-library/survey-student-bullying-clinical-placement (Accessed 6 March 2017)

Wilson, J. (2016) “An exploration of bullying behaviours in nursing: a review of the literature.” British Journal of Nursing, 25 (6), pp. 303-306