Qualitative Analysis of Peer Supervision Training Needs in a Student-Run Occupational Therapy Clinic
The philosophy behind occupational therapy (OT) education espouses the belief that students are dynamic actors in the teaching-learning process, participating in self-appraisal and professional identity development. Yet, best-practice guidelines have not been developed to support students acting in...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Eastern Kentucky University
2019-01-01
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| Series: | Journal of Occupational Therapy Education |
| Subjects: | |
| Online Access: | https://doi.org/10.26681/jote.2019.030206 |
| _version_ | 1818993709766672384 |
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| author | Anne Murphy-Hagan Lauren E. Milton |
| author_facet | Anne Murphy-Hagan Lauren E. Milton |
| author_sort | Anne Murphy-Hagan |
| collection | DOAJ |
| description | The philosophy behind occupational therapy (OT) education espouses the belief that students are dynamic actors in the teaching-learning process, participating in self-appraisal and professional identity development. Yet, best-practice guidelines have not been developed to support students acting in a supervisory role, or contrastingly, receiving supervision from a peer. This study took place at a student-run OT clinic at a large research university in the Midwest. Qualitative methods were employed to investigate the question: What educational and training supports are needed to assist OT students with peer supervision in a student-run clinic?<em> </em><em>Six </em>OT students participated in a focus group and discussed qualities of successful OT peer supervision. A transcript of the focus group was analyzed using Strauss and Corbin’s approach to grounded theory. Findings were explored considering the current literature on peer supervision. Findings indicated that students in an OT peer supervision relationship wanted to develop skills in feedback, professionalism, and guided discovery. Taken together, the evidence suggests skillful relationship abilities are of greater value to peer supervision relationships than clinical expertise alone. Frameworks including andragogy and the nurturing perspective on teaching are relevant to understanding the learning that takes place in OT peer supervision. The collaborative and supportive nature of peer supervision relationships are grounds for significant learning. |
| first_indexed | 2024-12-20T20:46:22Z |
| format | Article |
| id | doaj.art-ca40cbebbe264aa9ae0ddb4c5dfae7a4 |
| institution | Directory Open Access Journal |
| issn | 2573-1378 |
| language | English |
| last_indexed | 2024-12-20T20:46:22Z |
| publishDate | 2019-01-01 |
| publisher | Eastern Kentucky University |
| record_format | Article |
| series | Journal of Occupational Therapy Education |
| spelling | doaj.art-ca40cbebbe264aa9ae0ddb4c5dfae7a42022-12-21T19:27:02ZengEastern Kentucky UniversityJournal of Occupational Therapy Education2573-13782019-01-013210.26681/jote.2019.030206Qualitative Analysis of Peer Supervision Training Needs in a Student-Run Occupational Therapy ClinicAnne Murphy-HaganLauren E. Milton0Washington University School of Medicine in St. LouisThe philosophy behind occupational therapy (OT) education espouses the belief that students are dynamic actors in the teaching-learning process, participating in self-appraisal and professional identity development. Yet, best-practice guidelines have not been developed to support students acting in a supervisory role, or contrastingly, receiving supervision from a peer. This study took place at a student-run OT clinic at a large research university in the Midwest. Qualitative methods were employed to investigate the question: What educational and training supports are needed to assist OT students with peer supervision in a student-run clinic?<em> </em><em>Six </em>OT students participated in a focus group and discussed qualities of successful OT peer supervision. A transcript of the focus group was analyzed using Strauss and Corbin’s approach to grounded theory. Findings were explored considering the current literature on peer supervision. Findings indicated that students in an OT peer supervision relationship wanted to develop skills in feedback, professionalism, and guided discovery. Taken together, the evidence suggests skillful relationship abilities are of greater value to peer supervision relationships than clinical expertise alone. Frameworks including andragogy and the nurturing perspective on teaching are relevant to understanding the learning that takes place in OT peer supervision. The collaborative and supportive nature of peer supervision relationships are grounds for significant learning.https://doi.org/10.26681/jote.2019.030206Peer supervisionoccupational therapy studentsstudent-run clinic |
| spellingShingle | Anne Murphy-Hagan Lauren E. Milton Qualitative Analysis of Peer Supervision Training Needs in a Student-Run Occupational Therapy Clinic Journal of Occupational Therapy Education Peer supervision occupational therapy students student-run clinic |
| title | Qualitative Analysis of Peer Supervision Training Needs in a Student-Run Occupational Therapy Clinic |
| title_full | Qualitative Analysis of Peer Supervision Training Needs in a Student-Run Occupational Therapy Clinic |
| title_fullStr | Qualitative Analysis of Peer Supervision Training Needs in a Student-Run Occupational Therapy Clinic |
| title_full_unstemmed | Qualitative Analysis of Peer Supervision Training Needs in a Student-Run Occupational Therapy Clinic |
| title_short | Qualitative Analysis of Peer Supervision Training Needs in a Student-Run Occupational Therapy Clinic |
| title_sort | qualitative analysis of peer supervision training needs in a student run occupational therapy clinic |
| topic | Peer supervision occupational therapy students student-run clinic |
| url | https://doi.org/10.26681/jote.2019.030206 |
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