Supervision in healthcare settings is complex. It involves dealing with the many challenges of balancing service commitment with teaching of trainees and medical students at varying levels. The course offers a range of teaching strategies to manage and overcome challenges supervisors face in a complex healthcare setting. These strategies include, planning for learning, differentiated instructions for multi-level groups, and using effective teaching techniques such as questioning. It also provides opportunities to consider some of the cultural aspects of healthcare settings which impact on learning, including the hidden curriculum, tribalism and the need for effective role modelling.
If you do not have an enrolment key, please e-mail digital.learning@racp.edu.au.
Format: The course will run for 5 weeks. In each week, a series of videos is presented, which provide topics for discussion. A range of discussion activities, questions, quizzes, polls and role plays are presented. The discussion activities are supported by a team of moderators and a facilitator. The course will be available between 29 April and 2 June.
Modules
- Orientation
- Challenges facing educators in healthcare settings
- Strategies for teaching in a complex environment
- Confronting underlying and system issues - the environment
- Confronting underlying and system issues - the adverse event
Learning outcomes
By completing this course you should be able to:
- Outline the challenges supervisors face in the healthcare setting.
- Discuss the strategies supervisors can use to maximise teaching opportunities.
- Evaluate personal attitudes, beliefs and behaviours and their influence on supervisory practice.
- Assess workplace culture issues that can affect education experiences.
Practical Skills for Supervisors is one of three of the Supervisor Professional Development Program workshops. It covers important topic areas including setting the culture for learning, giving feedback and feedback in challenging situations.
You will need an enrolment key to enrol. if you do not have one, e-mail digital.learning@racp.edu.au.
This resource explains the process to supervisors and trainees so they work together effectively to address training difficulties. It supports supervisors and trainees to navigate the Training Support Pathway.
Tags: Category 1 Educational activities
Learning outcomes
Overview of the Trainee in Difficulty Support Policy and Pathway
- Describe the Trainee in Difficulty Support Policy
- Outline the steps involved in the Pathway
Identifying the difficulty
- Explain how a trainee in difficulty might be identified.
- Outline reasons why a trainee might experience difficulty.
Assessing and diagnosing the difficulty
- Explain strategies that can be used to assess and diagnose a trainee in difficulty.
- Recognise the importance of feedback and how it can be used to improve performance.
- Outline how a supervisor could prepare for and conduct a performance review meeting
Supporting the trainee and managing training performance
- Describe strategies that can be used to support a trainee in difficulty.
- Use the Improving Performance Action Plan (IPAP) to define expected performance standards and assist a trainee to get back on track.
- Identify satisfactory and/or unsatisfactory performance and manage appropriately
- Recognise when assistance or escalation of the issue is required and follow the appropriate pathway
Who it is for
- New and experienced supervisors
- Basic and advanced trainees
- RACP Fellows from any specialty
What you'll get
- Video scenarios that demonstrate the Trainee in Difficulty Support Policy, Process and Pathway
- Practice, reflection and discussion activities
- Toolbox of supporting resources that cover the skills and frameworks in detail
- Curated list of additional resources and further reading
What you'll learn
- How to identify a trainee in difficulty
- The main types of difficulty experienced by trainees
- How to refer a trainee to the Training Support Pathway
- Tips for having challenging conversations and providing feedback
- How to prepare for a successful meeting
- How to write and review an IPAP
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The Telesupervision online resource is a self-directed resource covering the process of supervision using technologies such as video conferencing, to support trainees and supervisors in rural and remote locations.
Tags: Category 1 Educational activities
Learning outcomes
• Understand the uses of telesupervision in both rural and metropolitan settings.
• Recognise the differences between telesupervision and telehealth.
• Be familiar with the available technology that can be used in telesupervision.
• Describe the differences in goal setting using technology.
• Use telesupervision in a range of different contexts, such as clinics and ward rounds.
Content
Video scenarios
• Part 1 – Using telesupervision on a ward round
• Part 2 – Using telesupervision in a clinic
• Part 3 – Using telesupervision in one to one interaction
Skills toolbox
• Defining telesupervision
• Telesupervision technology
• Telesupervision in practice
| Authors: | Dr David Allen FAFOEM Dr Tessa Davis Dr Jerome Goldstein Dr Jaye Martin FRACP Dr Corinne Ryan FRACP Dr Sabe Sabesan FRACP Dr Spencer Toombes FRACP Dr Ramila Varendran FRACP A/Prof Martin Veysey FRACP Dr James Williamson FRACP |
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| Version: | 1 | ||
| Release Date: | August 2016 | Revised Date: | N/A |
We understand that for many participants this will be their first time taking part in an online SPDP course, so we have compiled some frequently asked questions to help you get started.
If you require any further assistance throughout the course, please email the Digital Learning team on digital.learning@racp.edu.au and we will be happy to assist.