Prevocational Supervision Training Package Video 2 - The Role of the Term Supervisor

Summary

The term supervisor plays a crucial role in prevocational medical training, acting as an educator, assessor, and advocate for the emotional and social well-being of future doctors. This role emphasizes fostering cultural safety, providing consistent feedback, and ensuring ongoing development through entrustable professional activities (EPAs). Supervisors collaborate with clinical teams to guide doctors' progress and address any challenges early on. The process culminates in an end-of-term assessment to determine progression. Supervisors are supported by educational units and resources, ensuring that training aligns with professional standards and cultural competency.

Takeaways

• 😀 A term supervisor is responsible for educating, assessing, role modeling, and advocating for the social and emotional well-being of prevocational doctors.
• 😀 Cultural safety is a critical component of the role, requiring supervisors to foster a culturally safe workplace and clinical practice.
• 😀 High-quality supervision positively impacts the learning, well-being, and career direction of prevocational doctors.
• 😀 Effective term supervisors must match learning objectives to the development level of their learners through regular discussions and feedback.
• 😀 Regular and frequent interactions with prevocational doctors are essential for continuous development and progress monitoring.
• 😀 Feedback from multiple supervisors, including registrars, fellows, and other health professionals, is crucial for comprehensive assessment.
• 😀 Supervisors should conduct a beginning-of-term discussion to set clear learning objectives and ensure appropriate goal-setting for their prevocational doctors.
• 😀 Entrustable Professional Activities (EPAs) form the foundation for providing actionable and specific feedback on tasks completed by prevocational doctors.
• 😀 It is important to provide constructive feedback that focuses on specific actions, rather than vague generalizations, to guide improvement.
• 😀 The assessment review panel evaluates prevocational doctors' progress at the end of the year, considering feedback from term and EPA assessments.
• 😀 Supervisors must ensure they collaborate with other clinical supervisors and the DCT medical education unit to provide ongoing support and advice for prevocational doctors.

Q & A

What is the primary role of a term supervisor in the national framework for prevocational medical training?

The primary role of a term supervisor is to act as an educator, assessor, role model, and advocate for the social and emotional well-being of prevocational doctors, guiding their development throughout the training period.

How does cultural safety factor into the responsibilities of a term supervisor?

Cultural safety is a core responsibility of the term supervisor. Supervisors must model and promote culturally safe practices, improve their own understanding of cultural safety, and engage with Aboriginal and Torres Strait Islander health professionals to ensure an inclusive and respectful clinical environment.

What is the significance of feedback in the supervision process?

Feedback is essential for the continuous development of the prevocational doctor. It must be constructive, specific, and actionable, helping doctors improve their skills. This includes both informal feedback during daily interactions and formal assessments, such as mid- and end-of-term evaluations.

What is the process for conducting a beginning-of-term discussion with a prevocational doctor?

At the start of the term, supervisors should conduct a discussion with the prevocational doctor to set learning objectives, identify appropriate goals, and outline the learning opportunities available during the term. This sets the foundation for the doctor's development and progression.

What are entrustable professional activities (EPAs), and how do they relate to a term supervisor's role?

Entrustable professional activities (EPAs) are specific tasks or responsibilities that a prevocational doctor must demonstrate competence in. The term supervisor uses EPA assessments to observe and provide feedback on these activities, ensuring that the doctor is progressing and achieving the required competencies.

How many EPA assessments should a term supervisor conduct during a year, and what is their purpose?

A minimum of 10 EPA assessments should be conducted over the year, with at least one assessment per term completed by the primary clinical supervisor or an equivalent specialist. These assessments are designed to provide specific, actionable feedback on the doctor's performance and progress.

What should supervisors do if concerns about a prevocational doctor’s performance arise during the term?

If concerns arise, the supervisor should address them immediately rather than waiting for mid- or end-of-term assessments. Targeted support should be provided to help the doctor improve, and the supervisor should collaborate with the clinical team, education units, and other support services as needed.

Who else is involved in the supervision and assessment of a prevocational doctor?

In addition to the term supervisor, other clinical supervisors, such as registrars or consultants, play a role in observing the doctor's work and contributing to feedback. The Director of Clinical Training (DCT) also provides oversight and support for difficult conversations or performance issues.

What is the role of the assessment review panel, and what do they consider when evaluating a prevocational doctor's progress?

The assessment review panel evaluates a prevocational doctor's progress at the end of the training year. They consider a variety of assessments, including term assessments and EPA evaluations, to determine whether the doctor is ready to progress to the next level of training.

What resources and support are available to term supervisors in their role?

Term supervisors are supported by medical education units, including the Director of Clinical Training (DCT), clinical supervisors, and external resources for cultural safety training. Communities of practice and various professional development opportunities also provide ongoing support for supervisors.