How Does Clinical Supervision Work? Using a “Best Evidence Synthesis” Approach to Construct a Basic Model of Supervision

Figures & data

FIGURE 1 The 24 Studies in the Systematic Review, Mapped onto the Educational Pyramid

FIGURE 2 A Summary of Moderators Identified by the Authors

TABLE 1. Supervision Interventions in the 24 Reviewed Studies, Ranked by Frequency of Occurrence

	No. Studies	% Studies Prevalence	Rank
Training (teaching skills/instruction)	18	75	1
Feedback	15	63	2
Observing (live or recorded)	10	42	3
Goal-setting	9	38	4.5
Question-and-answer (information gathering; clarifying)	9	38	4.5
Modeling (demonstration, live or video/audio)	7	29	6
Planning (including managing; agenda; next meeting)	6	25	7.5
Reinforcement/praise/support	6	25	7.5
Discussion (review)	5	21	10
Prompts (verbal and written reminders, handout, etc.)	5	21	10
Role-play	5	21	10
Explanation (rationale provided socialization to model)	4	17	12.5
Monitoring (evaluating) client benefit/supervisee performance	4	17	12.5
Review/reflection	5	21	12.5
Summarizing	4	17	14.5
Challenging (rethink)	3	13	15
Self-monitoring	1	4	18
Listening	2	8	18
Problem-solving	2	8	18
Rehearsal of skills	2	8	18
Self-disclosure	3	13	18
Collaborating (working together)	1	4	23
Confidence building (efficacy)	1	4	23
Disagreeing	1	4	23
Formulating (modeling problem)	1	4	23
Understanding checked multiple/varied elements counted only once (e.g., different types of training)	1	4	23

TABLE 2. Supervision Outcomes Reported in 24 Reviewed Studies, Ranked by Frequency of Occurrence

	No. Studies Specifying	% Studies	Rank
Experiencing (attitude change; affective awareness; motivation/reinforcement)	12	50	1
Other (general “learning”; self-monitoring/supervision)	5	20	2
Reflection (to raise self-awareness/evaluation, positive and negative)	3	12	3
Planning (increased attention to goals/focusing)	4	16	4
Conceptualizing	2	8	=5.5
Experimenting (“exposure”/learning by doing)	2	8	=5.5

FIGURE 3 The Basic Model of Clinical Supervision