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Supervision interactions and student learning: how supervision can influence learning

机译：监督互动与学生学习：监督如何影响学习

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Background/Introduction: Supervision interactions are a central part of clinical education. The researcher explored and described the intricate construction of supervision interactions to better understand the influence thereof on student learning. Objectives: The aim of this study was to explore how Clinical Educators and physiotherapy students use supervision interactions toward student learning during clinical education. The perceptions and experiences of Clinical Educators and physiotherapy students were explored and described. Methodology: This study followed a qualitative research approach. The data were obtained by the researcher through semi-structured individual interviews with six students and four Clinical Educators. Themes were identified through thematic analysis. Results: Three themes that contributed to the construction of supervision interactions were developed as contextual, personal and relational elements. The consideration of these elements in supervision interactions influenced student learning and future relationships with patients. Conclusion: The emotionally attuned, effective leadership and management by Clinical Educators are fundamental in the construction of supervision interactions. Contextual, relational and personal elements should be considered in the construction of supervision interactions. Faculty should provide appropriate support to Clinical Educators, students and placements.
机译：背景/简介：督导互动是临床教育的核心部分。研究者探索并描述了监督互动的复杂结构，以更好地理解其对学生学习的影响。目的：本研究的目的是探索临床教育者和理疗学生在临床教育过程中如何利用监督互动促进学生学习。探讨和描述了临床教育工作者和理疗学生的看法和经验。方法：本研究采用定性研究方法。研究人员通过对六名学生和四名临床教育家的半结构化个人访谈获得了这些数据。通过主题分析确定主题。结果：有助于监督互动构建的三个主题被开发为语境、个人和关系元素。在督导互动中考虑这些因素会影响学生的学习和未来与患者的关系。结论：临床教育者的情感协调、有效的领导和管理是构建督导互动的基础。在构建监督互动时，应考虑语境、关系和个人因素。教师应为临床教育工作者、学生和实习人员提供适当的支持。

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