1. Demonstrate respect
Two videos of a hypothetical supervision situation are shown, using actors to play the roles of JMOs, students and their supervisor, senior medical officer. During a tutorial on X Ray interpretation, the SMO presents a chest X Ray of a patient with a tension pneumothorax and asks one JMO to make a spot diagnosis. The JMO hesitates, and it is unclear whether he is poorly prepared or anxious.
Watch video 1a here (with permission SCSSC)
This version demonstrates disrespect and other examples of ineffective supervision behaviours, based on the 7 principles.
1. Demonstrate respect: The SMO behaves in a disrespectful manner. His impatience is counterproductive and possibly exacerbates the JMO's inability to answer the question. He does not remain composed despite being frustrated. He uses the JMO's failure to make the spot diagnosis as justification to humiliate the JMO. He unnecessarily excludes the JMO by handing the task to another JMO without first assisting him to complete the task. He is impolite and demeaning in his choice of words and body language, both of which are a threat to the JMO personally and professionally. Without any context there is insufficient grounds to categorically label this behaviour as bullying however several specific behaviours meet criteria for bullying if repeated over time and directed at this JMO.
2. Promote wellbeing: We know from research that the impact of this behaviour will adversely affect the performance and well being of the JMO who is targeted and also the other JMOs and students who witness it.
4. Collaborate to create an open, safe and empowering learning environment: The task is too difficult for the JMO however the SMO does not modify the task or provide support. The SMO does not show positive regard for the JMO or communicate that he believes the JMO has the potential to complete the task.
This version demonstrates respect and other examples of effective supervision behaviours.
1. Demonstrate respect: The SMO and JMO both behave in a respectful manner. The SMO's body language and facial expressions are supportive and non-threatening. His language is polite.
Charter elements demonstrated
#1 be friendly and interested in others
#2 interact politely and acknowledge others' effort and contribution
#3 respect reputations
#4 remain composed when frustrated or stressed
2. Promote diversity and wellbeing: The SMO and JMO are friendly toward each other. The SMO thanks the JMO for attempting the task.
Charter elements demonstrated
#5 show concern for others
4. Collaborate to create an open, safe and empowering learning environment: The SMO patiently waits for the JMO to respond and when it is apparent the JMO is struggling, he asks permission to provide support. In supporting the JMO, he reframes the task so that it is within the JMOs capability, thus empowering him to succeed with the diagnosis.
Charter elements demonstrated
#14 show initiative, promote independence and offer support
#15 show respect when changing others' management or having your management altered
6. Achieve effective feedback: As a result of this respectful interaction, the SMO is able to describe what is required and assertively request that the JMO goes away and reads up on the topic. The JMO accepts this feedback in a positive manner.
Charter elements demonstrated
#20 believe you are valued, show positive regard and acknowledge good performance in others
#22 be objective and measured in one's appraisals
#23 be receptive to constructive feedback
#25 convert feedback to effective improvement goals