Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2024 Dec 31;29(1):2405473.
doi: 10.1080/10872981.2024.2405473. Epub 2024 Sep 18.

Constructing psychometric measurement of a past supervised experience scale with educational roles to investigate the relationship between being instructed, being supported, and being supervised for attending physicians in teaching hospitals - a questionnaire survey

Yu-Chih Lin  1   2   3 , Ling-Chun Ou  2   4
Affiliations

Constructing psychometric measurement of a past supervised experience scale with educational roles to investigate the relationship between being instructed, being supported, and being supervised for attending physicians in teaching hospitals - a questionnaire survey

Yu-Chih Lin et al. Med Educ Online. .

Abstract

Purpose: Although school-based planned education has steadily been introduced, master-apprentice learning is still an indispensable part of medical education. All medical clinical teachers begin their careers as medical students, often without knowing exactly how they will learn to teach. Kilminster and Jolly identified three primary functions of clinical supervisors including clinical teaching, support and guidance, and work supervision. Therefore, we designed a study using questionnaires to assess the three factors of clinical educators for past supervised experiences, including 'being instructed,' 'being supported,' and 'being supervised,' based on Kilminster and Jolly's illustration in 2000, to see the relationship between the three factors mentioned above.

Materials and methods: The study started with a literature review to construct the essential items regarding past supervised experiences of physicians as clinical teachers. We invited 10 experts from fields including medical education and experienced clinical teachers to assess the content validity. One hundred physicians in teaching hospitals were sampled for the preliminary test. Another 364 physicians in teaching hospitals were sampled for the formal study of confirmatory factor analysis and pathway analysis.

Results: The" Past Supervised Experiences with Educational Roles Scale" showed satisfying reliability with all Cronbach's α values exceeding .80, and three factors from supervised experiences were identified, including 'being supported,' 'being instructed,' and 'being supervised.' In our model, the 'being supported' experience could positively affect 'being supervised' with significance, directly and indirectly, by being instructed.

Conclusions: Our study developed a validated instrument that allows investigation of the formation of better-supervised experiences from current physicians. Our findings inspired us to focus more on supportive coaching in teaching and supervising medical trainees. Our study indicated that faculty development for skills of supporting students is crucial to effective clinical teaching and supervision.

Keywords: Past supervised experiences; clinical supervision by attending physicians; confirmatory factor analysis; educational role; item analysis.

PubMed Disclaimer

Conflict of interest statement

No potential conflict of interest was reported by the author(s).

Figures

Figure 1.
Figure 1.
The diagram of the overall model for the ‘past supervised experiences with educational roles scale’.
See this image and copyright information in PMC

Similar articles

See all similar articles

References

    1. Cruess RL, Cruess SR, Steinert Y.. Teaching medical professionalism. Ferrando New York (NY): Cambridge University Press; 2016.
    1. Wentz DK, Ford CV. A brief history of the internship. JAMA. 1984;252(24):3390–9. doi: 10.1001/jama.1984.03350240036035 - DOI - PubMed
    1. O’Mara MS. Competence and confidence: taking medical education from apprenticeship to mentorship. J Surg Res. 2013;185(2):500–501. doi: 10.1016/j.jss.2012.06.072 - DOI - PubMed
    1. Steinert Y. Faculty development: from workshops to communities of practice. Med Teach. 2010;32(5):425–428. doi: 10.3109/01421591003677897 - DOI - PubMed
    1. Wilkerson L, Irby DM. Strategies for improving teaching practices: a comprehensive approach to faculty development. Academic Med. 1998;73(4):387–396. doi: 10.1097/00001888-199804000-00011 - DOI - PubMed

LinkOut - more resources