Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/15785
Title: Rethinking attitudes to student clinical supervision and patient care: A change management success story
Contributor(s): O'Keefe, Maree (author); Wade, Victoria (author); McAllister, Sue (author); Stupans, Ieva  (author); Miller, Jennifer (author); Burgess, Theresa (author); LeCouteur, Amanda (author); Starr, Linda (author)
Publication Date: 2014
Open Access: Yes
DOI: 10.1186/1472-6920-14-182Open Access Link
Handle Link: https://hdl.handle.net/1959.11/15785
Abstract: Background: The aim of this project was to explore the process of change in a busy community dental clinic following a team development intervention designed to improve the management of student supervision during clinical placements. Methods: An action research model was used. Seven members of a community dental clinic team (three dentists, two dental therapists, one dental assistant and the clinic manager), together with the university clinical placement supervisor participated in the team development intervention. The intervention consisted of two profiling activities and associated workshops spread six months apart. These activities focused on individual work preferences and overall team performance with the aim of improving the functioning of the clinic as a learning environment for dental students. Evaluation data consisted of 20 participant interviews, fourteen hours of workplace observation and six sets of field notes. Following initial thematic analysis, project outcomes were re-analysed using activity theory and expansive learning as a theoretical framework. Results: At project commencement students were not well integrated into the day-to-day clinic functioning. Staff expressed a general view that greater attention to student supervision would compromise patient care. Following the intervention greater clinical team cohesion and workflow changes delivered efficiencies in practice, enhanced relationships among team members, and more positive attitudes towards students. The physical layout of the clinic and clinical workloads were changed to achieve greater involvement of all team members in supporting student learning. Unexpectedly, these changes also improved clinic functioning and increased the number of student placements available. Conclusions: In navigating the sequential stages of the expansive learning cycle, the clinical team ultimately redefined the 'object' of their activity and crossed previously impervious boundaries between healthcare delivery and student supervision with benefits to all parties.
Publication Type: Journal Article
Source of Publication: BMC Medical Education, v.14, p. 1-8
Publisher: BioMed Central Ltd
Place of Publication: United Kingdom
ISSN: 1472-6920
Fields of Research (FoR) 2008: 119999 Medical and Health Sciences not elsewhere classified
Fields of Research (FoR) 2020: 329999 Other biomedical and clinical sciences not elsewhere classified
Socio-Economic Objective (SEO) 2008: 929999 Health not elsewhere classified
Socio-Economic Objective (SEO) 2020: 200201 Determinants of health
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article

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