Interaction Analysis of a Recorded Educational Supervision

Interaction Analysis of a Recorded Educational Supervision.

Interaction Analysis of a Recorded Educational Supervision

 

This task will address theory and practice. This portfolio assessment will be based on the critically reflective statements derived from critical analysis of a brief recorded supervision session, in which student is either the trainee or the

educational supervisor.

 

The analysis should move beyond describing the interaction by engaging with scholarly and professional literature with the aim of positing take home messages.

2,000 words;

 

This must meet the following learning objectives

 

1. Demonstrate a critical understanding of major principles of assessment of and for learning which are appropriate to the medical workplace.

2. Demonstrate a critical awareness of processes involved in giving and using constructive and critical feedback in teaching and supervision practice to facilitate learning.

 

There should analysis of the interaction with reference to the scholarly

literature; and to reflect on this analysis, also with reference to the scholarly literature, drawing out lessons learned for the practice of Educational Supervision and thereby evidencing your achievement of the intended learning outcomes for this assessment.

The following are guidelines to help you get started or to help you organise the thoughts you are already collecting. However, these are not meant to be prescriptive or restrictive: if you have a preferred, alternative framework for reflection, please feel free to use it.

 

Points for discussion.

Having gone through the recording, the points that are to be addressed, discussed and reflected upon keeping points 1 and 2 above in mind are:

1.  
The significance of missed opportunities for reflection during educational interactions. This should be expanded to include the significance of completing a development portfolio, the need for recording reflective practice and comments, adding and addressing learning needs and development of action plans. It should also go on to address point 2 above in terms of methods of assessment

2.  
Experiential learning, specifically, the ability to reflect and learn from mistakes more than successes. This should go on to expand on how discussing the supervisor’s own mistakes and allowing the trainee to learn from them. This could also present further discussion on role-modelling.

3.  
Enabling the trainee to be self-critical / reflect and draw their own conclusions on what well or badly. Specifically, this is facilitated by the use of open / leading questions which helps the trainee to draw their own conclusions rather than simply present them with the answer. This could then lead on to a brief discussion of giving the trainee the means to self-critique / assess themselves independently in their future work

4.  
A pragmatic style of teaching and understanding that sometimes we cannot be perfect, this can relate back to point 1 above, drawing on the supervisors own errors and making the trainee realise that we can all make mistakes.

Interaction Analysis of a Recorded Educational Supervision

 

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