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Medical Teacher Volume 36, 2014 - Issue 3
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Research Article

Twelve tips for effective clinical supervision based on a narrative literature review and expert opinion

Priya MartinThe University of Queensland, Australia;Queensland Health, Australia; MS. PRIYA MARTIN, BOT, MS (Psychotherapy and counselling), is an M.Phil candidate at the School of Health and Rehabilitation Sciences, the University of Queensland, Australia; and Advanced Clinical Educator for Allied Health, Cunningham Centre, Darling Downs Hospital and Health Service, Australia.Correspondence[email protected]
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Jodie CopleyThe University of Queensland, Australia; DR. JODIE COPLEY, B.Occ.Thy (Hons), PhD, is a Senior Lecturer and Clinical Education Program Co-ordinator at the School of Health and Rehabilitation Sciences, the University of Queensland, Australia.
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Zephanie TyackThe University of Queensland, Australia;Queensland Health, Australia; DR. ZEPHANIE TYACK, B.Occ.Thy (Hons), PhD, is a Lecturer at the School of Health and Rehabilitation Sciences, the University of Queensland, Australia; and Principal Research Fellow, Central Queensland Hospital and Health Service, Australia.
Pages 201-207 | Published online: 20 Nov 2013
 
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Abstract

Background: Clinical supervision has gained wide recognition in recent years as an essential component of a practitioner's continuing professional development. However, confusion exists in professional literature regarding the most effective models, styles, processes and methods of clinical supervision.

Aim: This article outlines the elements required to establish and sustain an effective clinical supervision arrangement for health professionals, based on current evidence and the author's expert opinion.

Conclusion: A set of practical strategies are proposed to assist practitioners to establish an ongoing, effective clinical supervision partnership.

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