A Model for Peer Experiential and Reciprocal Supervision (PEERS) for Genetic Counselors: Development and Preliminary Eva
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PROFESSIONAL ISSUES
A Model for Peer Experiential and Reciprocal Supervision (PEERS) for Genetic Counselors: Development and Preliminary Evaluation Within Clinical Practice A. Sexton & L. Hodgkin & M. Bogwitz & Y. Bylstra & K. Mann & J. Taylor & J. Hodgson & M. Sahhar & M. Kentwell
Received: 27 June 2012 / Accepted: 16 August 2012 / Published online: 25 September 2012 # National Society of Genetic Counselors, Inc. 2012
Abstract A model for practising genetic counselors to obtain clinical supervision via reciprocal peer observation and feedback was developed and trialled. The model was developed in response to a perceived lack of opportunity for immediate observational feedback for practising genetic counselors. The aims reached by consensus were to facilitate learning new approaches and skills, to revitalise current ways of practising, and to enhance supervision skills in a two-way process, where the observer learnt from the counselor, and vice-versa. The genetic counselors agreed on a process of paired reciprocal observation whereby the
This paper describes the development and initial evaluation of a model for peer experiential and reciprocal supervision (PEERS). We also describe counselor’s perceptions of the learning outcomes and highlight the unique features of this model as a learning tool, and the adaptability of the model for other genetic counseling teams. A. Sexton (*) : L. Hodgkin : M. Bogwitz : Y. Bylstra : K. Mann : J. Taylor : M. Kentwell Royal Melbourne Familial Cancer Centre, Level 2-Centre, Royal Melbourne Hospital, Grattan St, Parkville, VIC 3050, Australia e-mail: [email protected] A. Sexton : J. Hodgson : M. Sahhar Department of Paediatrics, University of Melbourne, Parkville, VIC 3052, Australia M. Sahhar Genetic Health Services Victoria, Level 4, MCRI building, Royal Children’s Hospital, Flemington Rd, Parkville, VIC 3052, Australia J. Hodgson Murdoch Children’s Research Institute, Level 5 West, Royal Children’s Hospital, Flemington Rd, Parkville, VIC 3052, Australia
observer was present in the room during the counseling session, and a reflective feedback discussion was arranged within 24 h of the session. Four main themes emerged from analysis of the recorded discussions were (i) “I wasn’t sure if I-”: voicing of doubts or internal questions that occurred during session for the counselor conducting the session, (ii) “I really liked that”: positive feedback and validation from the observer, (iii) “I wonder whether-”: offering of alternative views, insights and strategies by the observer, and (iv) “That’s a real thing for me to take away and think about”: evidence of learning by both observers and counselors. Keywords Genetic counseling . Professional development . Live supervision . Peer supervision . Feedback
Introduction In Victoria, Australia, the majority of genetic counseling services are delivered through seven publically funded health institutions. The services include paediatric, general adult, prenatal, and cancer genetics, which are embedded within tertiary hospitals speci
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