Clinical educators’ skills and qualities in allied health: a systematic review

Abstract

Background The skills and qualities of effective clinical educators are linked to improved student learning and ultimately patient care; however, within allied health these have not yet been systematically summarised in the literature. Aims To identify and synthesise the skills and qualities of clinical educators in allied health and their effect on student learning and patient care. Method A systematic search of the literature was conducted across five electronic databases in November 2017. Study identification, data extraction and quality appraisal were performed in duplicate. Qualitative and quantitative data were extracted separately but analysed together using a thematic analysis approach whereby items used in quantitative surveys and themes from qualitative approaches were interpreted together. Results Data revealed seven educator skills and qualities: (i) intrinsic and personal attributes of clinical educators; (ii) provision of skillful feedback; (iii) teaching skills; (iv) fostering collaborative learning; (v) understanding expectations; (vi) organisation and planning; and (vii) clinical educators in their professional role. Across all themes was the concept of taking time to perform the clinical educator role. No studies used objective measurements as to how these skills and qualities affect learning or patient care. Discussion and conclusion Despite much primary evidence of clinical educator skills and qualities, this review presents the first synthesis of this evidence in allied health. There is a need to examine clinical education from new perspectives to develop deeper understanding of how clinical educator qualities and skills influence student learning and patient care.

Good educators and orphans: the case of direct observation and feedback

“…For anyone who thinks back to an inspiring (clinical) teacher, the answer to this question is likely to involve gentleness, skill, interest in the learner and, importantly, the habit of investing time and effort in teaching. This is in line with what Gibson and colleagues found in their review of research on clinical educators’ skills and qualities in allied health, published in this issue . The authors identify seven themes in educators’ skills and qualities and, importantly, highlight the overarching concept of taking time to perform the clinical educator role.…”

“…These results resonate with comparable reviews in other domains, such as postgraduate medical education (PGME) . Gibson and colleagues state that we have now reached a point at which we are well informed about learners’ and clinical educators’ perceptions of what good clinical education entails . Future research, in their opinion, should take new perspectives, such as by focusing on the effects of clinical educators’ efforts on learners’ progress or on patient care.…”

“…Other research adds the power of the bi‐directionality of direct observation, meaning that the resident alternately observes and is observed by the supervisor; the resident and supervisor give one another feedback and both learn while working together . In essence, this literature on direct observation and feedback points to conditions for constructive educational situations that align with what we know about being a good clinical educator . In this, the investing of time and effort is clearly a basic prerequisite.…”

“…As we know from Gibson et al. 's review, learners in allied health value collaborative learning with educators who are on a learning continuum themselves.…”

“…This is in line with what Gibson and colleagues found in their review of research on clinical educators' skills and qualities in allied health, published in this issue. 1 The authors identify seven themes in educators' skills and qualities and, importantly, highlight the overarching concept of taking time to perform the clinical educator role. These results resonate with comparable reviews in other domains, such as postgraduate medical education (PGME).…”