Clinical supervision in medical education: A citation analysis

• Published in: Medical teacher 2024-04, Vol.46 (4), p.505-511
• Main Authors: Baker, M J, Maggio, L A, Dorris, C S, Uijtdehaage, S, Soh, M
• Format: Article
• Language: English
• Subjects: Citation analysis; Citations; Clinical assessment; Clinical Competence; Education, Medical - organization & administration; Guidelines as Topic; Health care management; Humans; Innovations; Law Enforcement; Medical education; Supervision; Translation
• ISSN: 0142-159X; 1466-187X
• DOI: 10.1080/0142159X.2023.2257375

Medical education relies on clinical supervision for critical functions, including trainee assessment and ensuring patient safety. Yet, there is substantial variance in supervision, which has led to calls for a shared definition of the concept and guidelines to inform practice. provided these desired elements and is highly cited, suggesting that translation and utilization of the Guide's knowledge is suboptimal. This study investigates utilization by systematically characterizing citations to the Guide and by describing translation of its recommendations in relation to supervision. Citations were identified using Web of Science, Scopus, and Google Scholar. The authors coded all citations and conducted a subanalysis of studies specific to supervision. 583 studies were identified; 268 met inclusion criteria for general analysis of which 167 studies were further analyzed. Most studies reiterated the Guide's characterization of effective supervision, but few demonstrate how these recommendations inform innovations in supervisory practice. Translation of the Guide's recommendations regarding clinical supervision appears limited. Future research should consider the extent of knowledge translation occurring in clinical supervision literature as well as AMEE Guides. Increased attention to knowledge translation in medical education may benefit the distribution of similar knowledge products.