Are we any good? A case study in developing an audit tool for educational supervisors

Abstract

Rationale for the audit: Educational supervision is a component of postgraduate medical education in the UK. The quality of educational supervision is variable with limited ways to examine it. We applied the principles and process of audit to our work as educational supervisors (ESs). Methods: An audit tool with 11 standards was developed to assess aspects of practice across the seven domains of Health Education England's Professional Development Framework for Educators. How supervisors and trainees evaluate supervisory practice varies, so we gathered data from trainees and educators. Following a pilot study and a face validity exercise, we refined the tool. Thresholds for standards were defined by an expert panel. The audit was conducted in a training area in the North West of England. Outcomes: Response rates from public health ESs and trainees were 78% (14/18) and 88% (15/17) respectively. Two of the standards were met by all ESs. Four standards were met by between 70-90% of ESs. Three standards were met by 50-69% of ESs. One standard was met by 19% of respondents and one standard was not met by any respondents. Discussion: An audit approach can facilitate personal reflection on the quality of supervision for individual ESs, and for assessing a group of ES's training and development needs. Conclusion: An audit is a useful tool, alongside other approaches, for consultants to reflect on the effectiveness of their work as educational supervisors. It can be used for both individual and collective continuous professional development and has the potential to be adapted to other specialties. Reflecting on the subjectivity and variation that exists in how the role of educational supervisors is enacted could aid improvements in the quality of training and support provided to trainees.