Psych · Professional — teaching and supervision skills
Teaching and supervision skills for psychiatrists
Also known as Clinical supervision · Educational supervision · Clinical teaching · Workplace-based assessment · Feedback skills · One-minute preceptor · Trainee remediation · Faculty development · Miller pyramid · R2C2 feedback
Exam-exhaustive fellowship reference on teaching and supervision for psychiatrists: definitions of educational vs clinical vs managerial supervision, Proctor-style functions, Miller pyramid and CBME/WBA, one-minute preceptor microskills, feedback models (Ende, R2C2, Teaching on the run), deliberate practice, underperforming trainee and failure-to-fail, remediation, educational alliance, faculty development, and regional training frameworks. FRANZCP-primary, globally tagged.
Practise this topic
On this page
Study tools
Your progress
Saved on this device.
Target exams
Red flags
- Unsafe trainee left unsupervised for service convenience — restrict duties and escalate
- Failure to document or act on clear underperformance (failure-to-fail) that risks patients
- Humiliating public feedback that destroys psychological safety and learning
- Conflating personal friendship or dual therapeutic roles with educational supervision without governance
- Summative surprise after months of uncritical formative praise
- Inventing college form codes or mandatory-reporting sections as if universal law
Meet the patient — the registrar who wants "any feedback"
A mid-term registrar asks, half-joking, "Any feedback for me, boss?" You have watched her do three thin risk assessments this month, but you have never sat in on an interview and you have not documented any of it. End of term is six weeks away. The viva question is live: what do you do in the next ten minutes, and what should you have been doing all along?[1][10]
The honest answer is uncomfortable. You should have observed, documented, and given specific behaviour-based feedback weeks ago — not waited to be asked. Everything below is the system that prevents the summative surprise.[6][10]
References12ShowHide
- [1]Kilminster SM, Jolly BC Effective supervision in clinical practice settings: a literature review Med Educ, 2000.PMID 11012933
- [2]Kilminster S, Cottrell D, Grant J, Jolly B AMEE Guide No. 27: Effective educational and clinical supervision Med Teach, 2007.PMID 17538823
- [3]Miller GE The assessment of clinical skills/competence/performance Acad Med, 1990.PMID 2400509
- [4]Norcini J, Burch V Workplace-based assessment as an educational tool: AMEE Guide No. 31 Med Teach, 2007.PMID 18158655
- [5]Frank JR, Snell LS, Cate OT, et al. Competency-based medical education: theory to practice Med Teach, 2010.PMID 20662574
- [6]Ende J Feedback in clinical medical education JAMA, 1983.PMID 6876333
- [7]Neher JO, Gordon KC, Meyer B, Stevens N A five-step "microskills" model of clinical teaching J Am Board Fam Pract, 1992.PMID 1496899
- [8]Ericsson KA Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains Acad Med, 2004.PMID 15383395
- [9]Sargeant J, Lockyer J, Mann K, et al. Facilitated Reflective Performance Feedback: Developing an Evidence- and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2) Acad Med, 2015.PMID 26200584
- [10]Yepes-Rios M, Dudek N, Duboyce R, et al. The failure to fail underperforming trainees in health professions education: A BEME systematic review: BEME Guide No. 42 Med Teach, 2016.PMID 27602533
- [11]Hauer KE, Ciccone A, Henzel TR, et al. Remediation of the deficiencies of physicians across the continuum from medical school to practice: a thematic review of the literature Acad Med, 2009.PMID 19940595
- [12]Steinert Y, Mann K, Anderson B, et al. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40 Med Teach, 2016.PMID 27420193