The Core components of three functions of clinical supervision in undergraduate medical education during a clinical course
DOI:
https://doi.org/10.22317/jcms.v7i1.875Keywords:
Clinical Supervision, Medical Trainee, Model, Policy, Guideline, StandardAbstract
Objective: Attending physicians must holistically consider medical trainees. The quality control aspects of clinical practices and skills development as well as increase in trainees’ knowledge and alleviated stress. Current clinical supervision does not meet the needs of trainees. This study aimed to identify the components of functions of clinical supervision in (UGM). The process of the literature review was implemented in five phases following the method developed by Carnwell and Daly. The scope of the review was limited to clinical supervision of medical trainees and the functions of clinical supervision models.
Methods: Using the keywords in combination and separately, were searched in the databases of PubMed, ERIC, Scopus, and WOS from 1970 to 2019.
Results: A total number of 49 documents (Policy /Guideline/ Standard) and 19 articles (functions of clinical supervision) were obtained.
Conclusion: To make efforts to empower attending physicians in the clinical supervision functions and these functions be simultaneously applied for trainees supervision.
References
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2. Kilminster S, Cottrell D, Grant J, Jolly B. AMEE Guide No. 27: Effective educational and clinical supervision. Medical teacher. 2007;29(1):2-19.
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4. Zeind CS, Zdanowicz M, MacDonald K, Parkhurst C, King C, Wizwer P. Developing a sustainable faculty mentoring program. American Journal of Pharmaceutical Education. 2005;69(5):100.
5. Changiz T, Fakhari M, Jamshidian S, Zare S, Asgari F. Systematic Review of Studies in the Field of Competencies of New or Soon To-Be-Graduate General Physicians in Iran. sdmej. 2015;12(2).
6. Amiresmaili M, Nekoei Moghadam M, Moosazadeh M, Pahlavan E. Challenges of general practice education in Iran: A qualitative study. Strides in Development of Medical Education. 2013;9(2):118-31.
7. Razmjou S, Baradaran HR, Kouhpayehzadeh J, Soltani-Arabshahi K. Comparison of quality of clinical supervision as perceived by attending physicians and residents in university teaching hospitals in Tehran. Medical journal of the Islamic Republic of Iran. 2015;29:248.
8. Kilminster S, Jolly BC. Effective supervision in clinical practice settings: a literature review. Medical education. 2000;34(10):827-40.
9. Wimmers PF, Mentkowski M. Assessing competence in professional performance across disciplines and professions.Evaluating the Paradigm Shift from Time-Based Toward Competency-Based Medical Education (Chapter 19): Springer; 2016.
10. Nasri K, Kahbazi M, Nourouzi A, Nasri S. The medical education problems and possible Solutions in stagers and intern's view points of Arak University of Medical Sciences, . 2010:2006-07.
11. Shapiro SL, Shapiro DE, Schwartz GE. Stress Management in Medical Education A Review of the Literature. Academic Medicine. 2000;75(7):748-59.
12. Ministry. Ministry of Health and Medical Education in IRAN,Doctor of Medicine Curriculum. Approved sixty-seventh meeting of the Supreme Council for Medical Planning 2018.
13. Yazdankhafard M, Poladi Sea. The stressors of clinical education from students' point of view in Bushehr University of Medical Sciences. Iranian Journal of Medical Education. 2008;8:341-50.
14. Caspi J, Reid WJ. Educational supervision in social work: A task-centered model for field instruction and staff development: Columbia University Press; 2002.
15. Brunero S, Stein-Parbury J. The effectiveness of clinical supervision in nursing: an evidenced based literature review. Australian journal of advanced nursing. 2008.
16. Bowles N, Young C. An evaluative study of clinical supervision based on Proctor’s three function interactive model. Journal of Advanced Nursing. 1999;30(4):958-64.
17. Kadushin, editor Supervision in Social Work1976: New York and London. Columbia University Press.
18. Erera IP, Lazar A. Operationalizing Kadushin's model of social work supervision. Journal of Social Service Research. 1994;18(3-4):109-22.
19. Inskipp F, Proctor B. The art, craft and tasks of counselling supervision, Part 1. Making the most of supervisors Twickenham, UK: Cascade Publications. 1993.
20. Morton-Cooper A, Palmer A. Mentoring, preceptorship, and clinical supervision: A guide to professional roles in clinical practice: University of Warwick.Blackwell Science; 2000.
21. Clark P, Jamieson A, Launer J, Trompetas A, Whiteman J, Williamson D. Intending to be a supervisor, mentor or coach? Which, what for and why? Education for Primary Care. 2006;17(2):109-16.
22. Carnwell R, Daly W. Strategies for the construction of a critical review of the literature. Nurse education in practice. 2001;1(2):57-63.
23. Norman G, Eva KW. Quantitative research methods in medical education. Understanding medical education Oxford, UK: Wiley-Blackwell. 2010:301-22.
24. Sterkenburg A, Barach P, Kalkman C, Gielen M, ten Cate O. When do supervising physicians decide to entrust residents with unsupervised tasks? Academic Medicine. 2010;85(9):1408-17.
25. Hauer KE, ten Cate O, Boscardin C, Irby DM, Iobst W, O’Sullivan PS. Understanding trust as an essential element of trainee supervision and learning in the workplace. Advances in Health Sciences Education. 2014;19(3):435-56.
26. LCME. Functions And Structure Of A Medical School .Standards For Accreditation Of Medical Education Programs Leading To The Md Degree. Liaison Committee on Medical Education. 2014;28.
27. CACMS. Committee on Accreditation of Canadian Medical Schools (CACMS)Standards and Elements Effective 2018.
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29. Alberta. Supervision of Medical Students on Clinical Rotations Policy. university of alberta 2014 [Available from: https://www.ualberta.ca/medicine/-/media/medicine/ume/policy/clinicalsupervision.pdf.
30. COLUMBIA. Expectations of Clinical Supervisors and Preceptors of Students in Clinical Settings.The University of BRITISH COLUMBIA , 2018 [Available from: https://mednet.med.ubc.ca/AboutUs/PoliciesAndGuidelines/Policies%20Guidelines/Supervision%20of%20Students%20in%20%20Required%20Clinical%20Learning%20Experiences%20(031).pdf.
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32. Boston. Clinical Supervision Policy.Boston University School of Medicine , 2018 [Available from: https://www.bumc.bu.edu/busm/files/2018/11/Clinical-Supervision-Policy.pdf.
33. Nebraska. Clinical Supervision of Medical Students. University of Nebraska College of Medicine (UNCOM), 2017 [Available from: https://www.unmc.edu/com/education/com-student-policies/com-policies/clinical-supervision.htmlUniversity
34. Florida. medical student roles and supervision policy.medical student handbook.Florida Atlantic University Charles E. Schmidt College of Medicine (FAU COM), 2019.
35. Washington. Policy on Supervision of Medical Students in Clinical Settings.The University of Washington School of Medicine (UWSOM) 2017 [Available from: https://medicine.wsu.edu/documents/2017/08/clinical-supervision-of-medical-students.pdf/.
36. Carolina. Clinical Supervision of Medical Students .University of North Carolina School of Medicine (UNC SOM) 2019 [Available from: https://www.med.unc.edu/md/policies/files/2019/01/Clinical-Supervision-of-Medical-Students-LCME-9.3.pdf.
37. Minnesota. Student Supervision During Clinical Activities.The University of Minnesota Medical School (UMMS), 2019 [Available from: https://med.umn.edu/sites/med.umn.edu/files/ocu.0119.006.1_student_supervision.pdf.
38. Pennsylvania. Supervision Of Medical Student Clinical Activity.(UPENN) 2019 [Available from: https://www.med.upenn.edu/flpd/assets/user-content/documents/9.3%20Medical%20Student%20Supervision%20Policy.docx.
39. GMC. Developing teachers and trainers in undergraduate medical education Advice supplementary to Tomorrow’s Doctors 2009:12.
40. PMETB. Generic standards for training: Postgraduate Medical Education and Training Board; 2008.
41. RACGP. Guidelines for the Supervision of Medical Students in General Practice.The Royal Australian College Of General Practitioners (RACGP). 2007.
42. Basa v. Models of supervision in therapy, brief defining features. European Journal of Counselling Theory,Research and Practice. 2017;1(4):1-5.
43. Proctor B. Supervision: a cooperative exercise in accountability. in M Marken and MPayne (eds) Enabling and Ensuring Leicester: Leicester National Youth Bureau and Council
for Education and Training in Youth and Community Work. 1988b.
44. Kadushin A, Harkness D. Supervision in social work: Columbia University Press; 2002.
45. Morrison T. Staff supervision in social care: An action learning approach: Pavilion Publishing; 2001.
46. Hawkins P, Shohet R. Supervision in the helping professions: McGraw-Hill Education (UK); 2012.
47. Hughes JM. The role of supervision in social work: A critical analysis. Critical social thinking: Policy and Practice. 2010;2:59-77.
48. Turner J, Hill A. Implementing clinical supervision (part 1): a review of the literature. Mental Health Nursing (Online). 2011;31(3):8.
49. Sloan G, Watson H. Clinical supervision models for nursing: structure, research and limitations. Nursing Standard (through 2013). 2002;17(4):41.
50. Gillieatt S, Martin R, Marchant T, Fielding A, Duncanson K. Evaluation of an inter-professional training program for student clinical supervision in Australia. Human resources for health. 2014;12(60):1-9.
51. Butterworth TC, J. ; White, E. ;. It is good to talk An evaluation of clinical supervision and mentorship in England and Scotland.: University of Manchester.GB_ 1997:12245 ; GB ;; 1997.
52. Morton-Cooper A, Palmer A. Mentoring, preceptorship and clinical supervision. Nurse Education Today. 2000;20:418-21.
53. Butterworth T, Bishop V, Carson J. First steps towards evaluating clinical supervision in nursing and health visiting. I. Theory, policy and practice development. A review. Journal of clinical nursing. 1996;5(2):127-32.
54. Cutcliffe JR. An alternative training approach in clinical supervision. Routledge handbook of clinical supervision: Routledge; 2010. p. 63-78.
55. Jones A. Clinical supervision: a framework for practice. International Journal of Psychiatric Nursing Research. 1996;3:290-307.
56. Tuck JA. A new approach to team clinical supervision on an acute admissions unit. Mental Health Practice. 2017;20(5).
57. Scaife J. Supervision in the mental health professions: A practitioner's guide: Routledge; 2003.
58. Patel P. An evaluation of the current patterns and practices of educational supervision in postgraduate medical education in the UK. Perspectives on medical education. 2016;5(4):205-14.
59. Chang S, Baldwin CD, Cameron C. Mentoring mentors in scientific communication for trainees. Academic medicine: journal of the Association of American Medical Colleges. 2015;90(3):265-.
60. Barker ER, Pittman O. Becoming a super preceptor: A practical guide to preceptorship in today's clinical climate. Journal of the American Academy of Nurse Practitioners. 2010;22(3):144-9.
61. Landreville J, Cheung W, Frank J, Richardson D. A definition for coaching in medical education. Canadian Medical Education Journal. 2019;10(4):e109.
62. Morton-Cooper A. Preceptorship via action research: a reflective account: University of Warwick; 1997 [Available from: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263611/.
63. Rousseau M. Structured mentoring for sure success: PennWell Corp; 2008.
64. Jarvis J. Coaching and buying coaching services: A guide: Chartered Institute of Personnel and Development; 2004.
65. Passi V. The importance of mentoring during educational supervision. Perspectives on medical education. 2016;5(4):195-6.
66. Johnson WB, Skinner CJ, Kaslow NJ. Relational mentoring in clinical supervision: The transformational supervisor. Journal of clinical psychology. 2014;70(11):1073-81.
67. Johnson WB. Transformational supervision: When supervisors mentor. Professional Psychology: Research and Practice. 2007;38(3):259.
68. Gardner A, McCutcheon H, Fedoruk M. Superficial supervision: are we placing clinicians and clients at risk? Contemporary nurse. 2010;34(2):258-66.
69. Beddoe L. External supervision in social work: Power, space, risk, and the search for safety. Australian Social Work. 2012;65(2):197-213.
70. Council GM. Tomorrow's doctors: outcomes and standards for undergraduate medical education. Manchester, UK: General Medical Council. 2009.
71. PMETB. Operational Guide for the PMETB Quality Framework 2009 [Available from: http://www.pmetb.org.uk/fileadmin/user/QA/QF/QF_Operational_Guide.pdf
72. GMC. General Medical Council.The Early Years. London: GMC1999.
73. Kennedy TJ, Regehr G, Baker GR, Lingard L. Preserving professional credibility: grounded theory study of medical trainees’ requests for clinical support. Bmj. 2009;338:b128.
74. Farmer s Tn. Trainor nev .supervision Chapter Four : Effective interventions with offenders 2016 [107]. Available from: http://www.hma.co.nz/wp-content/uploads/2016/01/Chapter-4-Supervision.pdf.
75. Basa V. Supervisor-Supervisee Relationship and Alliance. European Journal of Counselling Theory, Research and Practise. 2017;1:1-5.
76. Lakey B, Tardiff TA, Drew JB. Negative social interactions: Assessment and relations to social support, cognition, and psychological distress. Journal of Social and Clinical Psychology. 1994;13(1):42-62.
2. Kilminster S, Cottrell D, Grant J, Jolly B. AMEE Guide No. 27: Effective educational and clinical supervision. Medical teacher. 2007;29(1):2-19.
3. Bass EB, VI AHF, Morrison G, Wills S, Mumford LM, Goroll AH. National survey of clerkship directors in internal medicine on the competencies that should be addressed in the medicine core clerkship. The American journal of medicine. 1997;102(6):564-71.
4. Zeind CS, Zdanowicz M, MacDonald K, Parkhurst C, King C, Wizwer P. Developing a sustainable faculty mentoring program. American Journal of Pharmaceutical Education. 2005;69(5):100.
5. Changiz T, Fakhari M, Jamshidian S, Zare S, Asgari F. Systematic Review of Studies in the Field of Competencies of New or Soon To-Be-Graduate General Physicians in Iran. sdmej. 2015;12(2).
6. Amiresmaili M, Nekoei Moghadam M, Moosazadeh M, Pahlavan E. Challenges of general practice education in Iran: A qualitative study. Strides in Development of Medical Education. 2013;9(2):118-31.
7. Razmjou S, Baradaran HR, Kouhpayehzadeh J, Soltani-Arabshahi K. Comparison of quality of clinical supervision as perceived by attending physicians and residents in university teaching hospitals in Tehran. Medical journal of the Islamic Republic of Iran. 2015;29:248.
8. Kilminster S, Jolly BC. Effective supervision in clinical practice settings: a literature review. Medical education. 2000;34(10):827-40.
9. Wimmers PF, Mentkowski M. Assessing competence in professional performance across disciplines and professions.Evaluating the Paradigm Shift from Time-Based Toward Competency-Based Medical Education (Chapter 19): Springer; 2016.
10. Nasri K, Kahbazi M, Nourouzi A, Nasri S. The medical education problems and possible Solutions in stagers and intern's view points of Arak University of Medical Sciences, . 2010:2006-07.
11. Shapiro SL, Shapiro DE, Schwartz GE. Stress Management in Medical Education A Review of the Literature. Academic Medicine. 2000;75(7):748-59.
12. Ministry. Ministry of Health and Medical Education in IRAN,Doctor of Medicine Curriculum. Approved sixty-seventh meeting of the Supreme Council for Medical Planning 2018.
13. Yazdankhafard M, Poladi Sea. The stressors of clinical education from students' point of view in Bushehr University of Medical Sciences. Iranian Journal of Medical Education. 2008;8:341-50.
14. Caspi J, Reid WJ. Educational supervision in social work: A task-centered model for field instruction and staff development: Columbia University Press; 2002.
15. Brunero S, Stein-Parbury J. The effectiveness of clinical supervision in nursing: an evidenced based literature review. Australian journal of advanced nursing. 2008.
16. Bowles N, Young C. An evaluative study of clinical supervision based on Proctor’s three function interactive model. Journal of Advanced Nursing. 1999;30(4):958-64.
17. Kadushin, editor Supervision in Social Work1976: New York and London. Columbia University Press.
18. Erera IP, Lazar A. Operationalizing Kadushin's model of social work supervision. Journal of Social Service Research. 1994;18(3-4):109-22.
19. Inskipp F, Proctor B. The art, craft and tasks of counselling supervision, Part 1. Making the most of supervisors Twickenham, UK: Cascade Publications. 1993.
20. Morton-Cooper A, Palmer A. Mentoring, preceptorship, and clinical supervision: A guide to professional roles in clinical practice: University of Warwick.Blackwell Science; 2000.
21. Clark P, Jamieson A, Launer J, Trompetas A, Whiteman J, Williamson D. Intending to be a supervisor, mentor or coach? Which, what for and why? Education for Primary Care. 2006;17(2):109-16.
22. Carnwell R, Daly W. Strategies for the construction of a critical review of the literature. Nurse education in practice. 2001;1(2):57-63.
23. Norman G, Eva KW. Quantitative research methods in medical education. Understanding medical education Oxford, UK: Wiley-Blackwell. 2010:301-22.
24. Sterkenburg A, Barach P, Kalkman C, Gielen M, ten Cate O. When do supervising physicians decide to entrust residents with unsupervised tasks? Academic Medicine. 2010;85(9):1408-17.
25. Hauer KE, ten Cate O, Boscardin C, Irby DM, Iobst W, O’Sullivan PS. Understanding trust as an essential element of trainee supervision and learning in the workplace. Advances in Health Sciences Education. 2014;19(3):435-56.
26. LCME. Functions And Structure Of A Medical School .Standards For Accreditation Of Medical Education Programs Leading To The Md Degree. Liaison Committee on Medical Education. 2014;28.
27. CACMS. Committee on Accreditation of Canadian Medical Schools (CACMS)Standards and Elements Effective 2018.
28. MCGILL. Supervision Policy for Trainees in the Clinical Team . The University of MC GILL Faculty of medicine , 2016 [Available from: https://mcgill.ca/ugme/files/ugme/supervision_policy_for_trainees_in_clinical_team_v1.1.pdf.
29. Alberta. Supervision of Medical Students on Clinical Rotations Policy. university of alberta 2014 [Available from: https://www.ualberta.ca/medicine/-/media/medicine/ume/policy/clinicalsupervision.pdf.
30. COLUMBIA. Expectations of Clinical Supervisors and Preceptors of Students in Clinical Settings.The University of BRITISH COLUMBIA , 2018 [Available from: https://mednet.med.ubc.ca/AboutUs/PoliciesAndGuidelines/Policies%20Guidelines/Supervision%20of%20Students%20in%20%20Required%20Clinical%20Learning%20Experiences%20(031).pdf.
31. COLUMBIA. Expectations of Medical Students in Supervised Clinical Settings.The University of BRITISH COLUMBIA 2017 [Available from: https://mednet.med.ubc.ca/AboutUs/PoliciesAndGuidelines/Policies%20Guidelines/Supervision%20of%20Students%20in%20%20Required%20Clinical%20Learning%20Experiences%20(031).pdf.
32. Boston. Clinical Supervision Policy.Boston University School of Medicine , 2018 [Available from: https://www.bumc.bu.edu/busm/files/2018/11/Clinical-Supervision-Policy.pdf.
33. Nebraska. Clinical Supervision of Medical Students. University of Nebraska College of Medicine (UNCOM), 2017 [Available from: https://www.unmc.edu/com/education/com-student-policies/com-policies/clinical-supervision.htmlUniversity
34. Florida. medical student roles and supervision policy.medical student handbook.Florida Atlantic University Charles E. Schmidt College of Medicine (FAU COM), 2019.
35. Washington. Policy on Supervision of Medical Students in Clinical Settings.The University of Washington School of Medicine (UWSOM) 2017 [Available from: https://medicine.wsu.edu/documents/2017/08/clinical-supervision-of-medical-students.pdf/.
36. Carolina. Clinical Supervision of Medical Students .University of North Carolina School of Medicine (UNC SOM) 2019 [Available from: https://www.med.unc.edu/md/policies/files/2019/01/Clinical-Supervision-of-Medical-Students-LCME-9.3.pdf.
37. Minnesota. Student Supervision During Clinical Activities.The University of Minnesota Medical School (UMMS), 2019 [Available from: https://med.umn.edu/sites/med.umn.edu/files/ocu.0119.006.1_student_supervision.pdf.
38. Pennsylvania. Supervision Of Medical Student Clinical Activity.(UPENN) 2019 [Available from: https://www.med.upenn.edu/flpd/assets/user-content/documents/9.3%20Medical%20Student%20Supervision%20Policy.docx.
39. GMC. Developing teachers and trainers in undergraduate medical education Advice supplementary to Tomorrow’s Doctors 2009:12.
40. PMETB. Generic standards for training: Postgraduate Medical Education and Training Board; 2008.
41. RACGP. Guidelines for the Supervision of Medical Students in General Practice.The Royal Australian College Of General Practitioners (RACGP). 2007.
42. Basa v. Models of supervision in therapy, brief defining features. European Journal of Counselling Theory,Research and Practice. 2017;1(4):1-5.
43. Proctor B. Supervision: a cooperative exercise in accountability. in M Marken and MPayne (eds) Enabling and Ensuring Leicester: Leicester National Youth Bureau and Council
for Education and Training in Youth and Community Work. 1988b.
44. Kadushin A, Harkness D. Supervision in social work: Columbia University Press; 2002.
45. Morrison T. Staff supervision in social care: An action learning approach: Pavilion Publishing; 2001.
46. Hawkins P, Shohet R. Supervision in the helping professions: McGraw-Hill Education (UK); 2012.
47. Hughes JM. The role of supervision in social work: A critical analysis. Critical social thinking: Policy and Practice. 2010;2:59-77.
48. Turner J, Hill A. Implementing clinical supervision (part 1): a review of the literature. Mental Health Nursing (Online). 2011;31(3):8.
49. Sloan G, Watson H. Clinical supervision models for nursing: structure, research and limitations. Nursing Standard (through 2013). 2002;17(4):41.
50. Gillieatt S, Martin R, Marchant T, Fielding A, Duncanson K. Evaluation of an inter-professional training program for student clinical supervision in Australia. Human resources for health. 2014;12(60):1-9.
51. Butterworth TC, J. ; White, E. ;. It is good to talk An evaluation of clinical supervision and mentorship in England and Scotland.: University of Manchester.GB_ 1997:12245 ; GB ;; 1997.
52. Morton-Cooper A, Palmer A. Mentoring, preceptorship and clinical supervision. Nurse Education Today. 2000;20:418-21.
53. Butterworth T, Bishop V, Carson J. First steps towards evaluating clinical supervision in nursing and health visiting. I. Theory, policy and practice development. A review. Journal of clinical nursing. 1996;5(2):127-32.
54. Cutcliffe JR. An alternative training approach in clinical supervision. Routledge handbook of clinical supervision: Routledge; 2010. p. 63-78.
55. Jones A. Clinical supervision: a framework for practice. International Journal of Psychiatric Nursing Research. 1996;3:290-307.
56. Tuck JA. A new approach to team clinical supervision on an acute admissions unit. Mental Health Practice. 2017;20(5).
57. Scaife J. Supervision in the mental health professions: A practitioner's guide: Routledge; 2003.
58. Patel P. An evaluation of the current patterns and practices of educational supervision in postgraduate medical education in the UK. Perspectives on medical education. 2016;5(4):205-14.
59. Chang S, Baldwin CD, Cameron C. Mentoring mentors in scientific communication for trainees. Academic medicine: journal of the Association of American Medical Colleges. 2015;90(3):265-.
60. Barker ER, Pittman O. Becoming a super preceptor: A practical guide to preceptorship in today's clinical climate. Journal of the American Academy of Nurse Practitioners. 2010;22(3):144-9.
61. Landreville J, Cheung W, Frank J, Richardson D. A definition for coaching in medical education. Canadian Medical Education Journal. 2019;10(4):e109.
62. Morton-Cooper A. Preceptorship via action research: a reflective account: University of Warwick; 1997 [Available from: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263611/.
63. Rousseau M. Structured mentoring for sure success: PennWell Corp; 2008.
64. Jarvis J. Coaching and buying coaching services: A guide: Chartered Institute of Personnel and Development; 2004.
65. Passi V. The importance of mentoring during educational supervision. Perspectives on medical education. 2016;5(4):195-6.
66. Johnson WB, Skinner CJ, Kaslow NJ. Relational mentoring in clinical supervision: The transformational supervisor. Journal of clinical psychology. 2014;70(11):1073-81.
67. Johnson WB. Transformational supervision: When supervisors mentor. Professional Psychology: Research and Practice. 2007;38(3):259.
68. Gardner A, McCutcheon H, Fedoruk M. Superficial supervision: are we placing clinicians and clients at risk? Contemporary nurse. 2010;34(2):258-66.
69. Beddoe L. External supervision in social work: Power, space, risk, and the search for safety. Australian Social Work. 2012;65(2):197-213.
70. Council GM. Tomorrow's doctors: outcomes and standards for undergraduate medical education. Manchester, UK: General Medical Council. 2009.
71. PMETB. Operational Guide for the PMETB Quality Framework 2009 [Available from: http://www.pmetb.org.uk/fileadmin/user/QA/QF/QF_Operational_Guide.pdf
72. GMC. General Medical Council.The Early Years. London: GMC1999.
73. Kennedy TJ, Regehr G, Baker GR, Lingard L. Preserving professional credibility: grounded theory study of medical trainees’ requests for clinical support. Bmj. 2009;338:b128.
74. Farmer s Tn. Trainor nev .supervision Chapter Four : Effective interventions with offenders 2016 [107]. Available from: http://www.hma.co.nz/wp-content/uploads/2016/01/Chapter-4-Supervision.pdf.
75. Basa V. Supervisor-Supervisee Relationship and Alliance. European Journal of Counselling Theory, Research and Practise. 2017;1:1-5.
76. Lakey B, Tardiff TA, Drew JB. Negative social interactions: Assessment and relations to social support, cognition, and psychological distress. Journal of Social and Clinical Psychology. 1994;13(1):42-62.
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Published
2021-04-26
How to Cite
Ahmady, S., & Seidi, M. (2021). The Core components of three functions of clinical supervision in undergraduate medical education during a clinical course. Journal of Contemporary Medical Sciences, 7(2), 66–72. https://doi.org/10.22317/jcms.v7i1.875
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