IADR Abstract Archives
Influence Of Clinical Supervision Style On Students Performance
Objectives: Education is the basic infrastructure that rest the life of the nation. It stands at the threshold of significant change. Supervision and the role of the supervisors is vital in meeting these changing and challenging condition . Clinical supervision is associated to the development of an individual’s learning and performances which are related to clinical governance and standard setting. It is a promotion of growth and developing a favourable setting for learning. The thrust of the study was to determine the influence of clinical supervisory style on student performance in the different discipline areas of Dentistry
Methods: Researcher made questionnaire was utilized using a 5 point Likert scale. Validation of the questionnaire was done. Respondents were asked to rate the four supervisory style (Laissez faire, Coercive, Guidance and Democratic) on the level of desirability. Performance rating sheet of the students on each discipline areas (Prosthodontics, Oral surgery, Operative dentistry, Orthodontics and Pediatric dentistry and Endodontics) were utilized to represent their performances
Results: Respondents highly desired (4.03) Guidance supervision style and least desired (2.48) Laizzes fair; Respondents highly desired the guidance supervisory style in Operative Dentistry(4.16), Oral Surgery (4.10), Prosthodontics (4.09), Pediatric Dentistry (4.04) and Endodontics (3.98); Least desired supervision among the students is the Laissez faire; Oral surgery (2.39), Endodontics (2.41), Operative dentistry(2.42) Prosthodontics(2.44) and Pediatric dentistry (2.48). Students performances is “Satisfactory” except in Pediatric dentistry which is “Fairly satisfactory”. Correlation between the performance and the four supervisory behaviour revealed no significant relationship between the supervisory behavior style and performance of the students Laissez faire (-.0365), Coersive(.0554), Guidance (.0834) Democratic (-.0715)
Conclusions: Desired supervisory style does not affect the clinical performance of students. A successful style in clinical supervision is a mixture of several styles that takes into consideration of the desired outcomes.
Methods: Researcher made questionnaire was utilized using a 5 point Likert scale. Validation of the questionnaire was done. Respondents were asked to rate the four supervisory style (Laissez faire, Coercive, Guidance and Democratic) on the level of desirability. Performance rating sheet of the students on each discipline areas (Prosthodontics, Oral surgery, Operative dentistry, Orthodontics and Pediatric dentistry and Endodontics) were utilized to represent their performances
Results: Respondents highly desired (4.03) Guidance supervision style and least desired (2.48) Laizzes fair; Respondents highly desired the guidance supervisory style in Operative Dentistry(4.16), Oral Surgery (4.10), Prosthodontics (4.09), Pediatric Dentistry (4.04) and Endodontics (3.98); Least desired supervision among the students is the Laissez faire; Oral surgery (2.39), Endodontics (2.41), Operative dentistry(2.42) Prosthodontics(2.44) and Pediatric dentistry (2.48). Students performances is “Satisfactory” except in Pediatric dentistry which is “Fairly satisfactory”. Correlation between the performance and the four supervisory behaviour revealed no significant relationship between the supervisory behavior style and performance of the students Laissez faire (-.0365), Coersive(.0554), Guidance (.0834) Democratic (-.0715)
Conclusions: Desired supervisory style does not affect the clinical performance of students. A successful style in clinical supervision is a mixture of several styles that takes into consideration of the desired outcomes.