2005
DOI: 10.1097/00001888-200510001-00023
|View full text |Cite
|
Sign up to set email alerts
|

Failure to Fail: The Perspectives of Clinical Supervisors

Abstract: The study provides insight as to why supervisors fail to fail the poorly performing student and resident. It also offers suggestions of how to support supervisors, increasing the likelihood that they will provide a valid ITER when faced with an underachieving trainee.

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1
1

Citation Types

15
314
0
21

Year Published

2009
2009
2023
2023

Publication Types

Select...
6
2

Relationship

0
8

Authors

Journals

citations
Cited by 368 publications
(350 citation statements)
references
References 9 publications
15
314
0
21
Order By: Relevance
“…This is consistent with other research demonstrating the effectiveness of training in improving rater reliability and accuracy across varied disciplines (Chafouleas et al, 2015; Jelley & Goffin, 2001; Schanche et al, 2010; Stamoulis & Hauenstein, 1993; Støre‐Valen et al, 2015; Thornton & Zorich, 1980). It may be that providing clear frames of reference indirectly attenuates vulnerability to rater biases that is commonly observed in CERFs (Dudek et al, 2005; Gonsalvez et al, 2015; Stamoulis & Hauenstein, 1993). In other words, high ratings potentially driven by rater bias can be reduced to more accurate levels by providing objective and clear criteria (via behaviourally descriptive vignettes) that are matched to a trainee's expected stage of development.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…This is consistent with other research demonstrating the effectiveness of training in improving rater reliability and accuracy across varied disciplines (Chafouleas et al, 2015; Jelley & Goffin, 2001; Schanche et al, 2010; Stamoulis & Hauenstein, 1993; Støre‐Valen et al, 2015; Thornton & Zorich, 1980). It may be that providing clear frames of reference indirectly attenuates vulnerability to rater biases that is commonly observed in CERFs (Dudek et al, 2005; Gonsalvez et al, 2015; Stamoulis & Hauenstein, 1993). In other words, high ratings potentially driven by rater bias can be reduced to more accurate levels by providing objective and clear criteria (via behaviourally descriptive vignettes) that are matched to a trainee's expected stage of development.…”
Section: Discussionmentioning
confidence: 99%
“…Mediating factors might also include the supervisor's concerns about the consequences low ratings have for the credentialing of the trainee and a desire to be perceived positively by the relevant stakeholders at the trainee's institution. A lack of familiarity with the assessment tool and the anchor points along the rating scale may also play a role (Dudek, Marks, & Regehr, 2005). In a survey of 113 supervisors, 58% indicated they believed their ratings of supervisees were subject to leniency bias.…”
mentioning
confidence: 99%
“…The problem is, before you commit to paper, stating that they aren't good, you need something concrete, and often it's not concrete. 12 Therefore, competency-based medical education can be understood as a response to the problem of not having concrete information about if and how our learners are becoming competent. Frank et al have summarized CBME as: An approach to preparing physicians for practice that is fundamentally oriented to graduate outcome abilities and organized around competencies derived from an analysis of societal and patient needs.…”
Section: What Is ''Competence'' and Why Is It Important?mentioning
confidence: 99%
“…Although existing questionnaires have previously been used in health sciences education 11,19 it was felt that they were more appropriate to classroom teaching than to clinical supervision. Therefore an instrument, based on Q methodology, was designed to capture supervisors' behavioural, normative, and self-efficacy beliefs regarding clinical supervision.…”
Section: Beliefs Regarding Supervisionmentioning
confidence: 99%
“…Lack of time is a commonly cited environmental constraint and a difficult one to tackle, requiring institutional-level interventions. 6,10,11 Insufficient knowledge and skills have also been identified 6,8,10,12 figure 1 The integrative model of behaviour prediction. Adapted from Fishbein 9 involved in teaching with medical students and/or residents also suggest that issues of beliefs and identity are relevant to the provision of good clinical teaching.…”
Section: Introductionmentioning
confidence: 99%