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Clinical Atlas Prestige · Evidence-first

Psych VivasProfessional — teaching and supervision skills

Psych Vivas · Professional — teaching and supervision skills

Teaching and supervision skills — structured clinical viva

Fellowship viva on clinical teaching, educational supervision, feedback models, WBA, remediation, and failure-to-fail.

clinical
On this page & tools

Target exams

FRANZCPMRCPsychABPNMD-DNB

Target exams

FRANZCPMRCPsychABPNMD-DNB
Prompt
You supervise a psychiatry registrar whose MSE is disorganised and whose risk documentation after self-harm assessments is incomplete. Prior supervisors left no written concerns. Discuss definitions of teaching vs supervision, Miller's pyramid, how you give feedback, how you would structure a one-minute preceptor encounter, your approach to underperformance and failure-to-fail, and faculty development — without inventing college form codes.

Interpretation

Reveal interpretation

This viva tests whether the candidate can teach and supervise as a consultant: precise definitions, assessment literacy, respectful high-standards feedback, and patient-safety prioritisation when a trainee is underperforming.[1][6]

Definitions. Separate clinical teaching, educational supervision, and case supervision. Name normative, formative, and restorative functions. Protected time and relationship quality matter.[1]

Miller. Place concerns at workplace performance (Does / observed practice), not only knowledge. WBA should generate coaching samples.[2]

One-minute preceptor. Commitment → probe evidence → general rules → reinforce right → correct mistakes.[3]

Feedback. Ende principles and/or R2C2 for difficult data. Specific behaviours, private setting, plan for change.[4][5]

Underperformance. Document early; restrict high-risk independent duties if unsafe; formal learning plan; avoid failure-to-fail from likeability or missing notes from prior supervisors.[6]

Faculty development. Teaching skill is trainable; multi-component programmes improve effectiveness.[7]

Key points

Safety before service

Do not leave an unsafe trainee unsupervised overnight for convenience.

Name models

Miller, microskills, Ende/R2C2 — not vague mentoring talk.

Document early

Failure-to-fail is a patient-safety and professionalism issue.
[1] [2] [3] [4] [5] [6]

References

  1. [1]Kilminster S, Cottrell D, Grant J, Jolly B AMEE Guide No. 27: Effective educational and clinical supervision Med Teach, 2007.PMID 17538823
  2. [2]Miller GE The assessment of clinical skills/competence/performance Acad Med, 1990.PMID 2400509
  3. [3]Neher JO, Gordon KC, Meyer B, Stevens N A five-step "microskills" model of clinical teaching J Am Board Fam Pract, 1992.PMID 1496899
  4. [4]Ende J Feedback in clinical medical education JAMA, 1983.PMID 6876333
  5. [5]Sargeant J, Lockyer J, Mann K, et al. Facilitated Reflective Performance Feedback (R2C2) Acad Med, 2015.PMID 26200584
  6. [6]Yepes-Rios M, Dudek N, Duboyce R, et al. The failure to fail underperforming trainees in health professions education Med Teach, 2016.PMID 27602533
  7. [7]Steinert Y, Mann K, Anderson B, et al. A systematic review of faculty development initiatives designed to enhance teaching effectiveness Med Teach, 2016.PMID 27420193