SUPERVISION
Supervision of trainees is more than just an accreditation tick-box. It is a key enabler of a training program's sustainability and success. Supervision must be actively coordinated to draw on the available expertise, which can involve a combination of local staff, visiting staff, and remote supervision methods.
Supervision is most effective when it is deliberately designed, actively supported, and continuously refined to meet the needs of both trainees, the supervisors, and services. Providing positive supervisory experience is linked to higher satisfaction, improved learning outcomes, and improved retention. To achieve this, supervisors must be provided time, resources, and systems that enable them to continue to balance teaching alongside patient care.
MODELS OF SUPERVISION
Every individual supervisor plays a critical role. A small number of committed clinicians can enable training and create supportive environments. Their contribution extends beyond clinical oversight to mentorship, guidance, and career support.
There are a range of models available to consider when establishing a supervisory team to support a trainee including local, blended, and digitally-enhanced models of delivery.
Local Supervision
This is the most traditional model of supervision. It involves having the required number of supervisors available in-person at the clinical site.
There are benefits to this model, but also critical mass and service-related barriers to delivering this kind of supervision in rural and regional areas.