Evaluation of The Clinical Supervision to Clinical Rotation Students In a Faculty of Medicine


Irwan Ashari(1*), Titi Savitri Prihatiningsih(2), Angela Nurini Agni(3)

(1) Masters of Medical Education, Faculty of Medicine, Universitas Gadjah Mada, Yogyakarta - INDONESIA
(2) Faculty of Medicine, Universitas Gadjah Mada, Yogyakarta - INDONESIA
(3) Faculty of Medicine, Universitas Gadjah Mada, Yogyakarta - INDONESIA
(*) Corresponding Author


Background: The clinical education at the Faculty of Medicine, University of Muhammadiyah Makassar, must be completed in four semesters. During that period, the students are educated and supervised by specialists or doctors on duty at the hospital. Since the first implementation of the clerkship clinical system at this university, evaluation on the implementation of clinical supervision provided by lecturers to the students for their clinical clinic had never been conducted. Therefore, it was necessary to evaluate the clinical supervision provided by the clinical instructor to the students for their clinical clerkship at FK-Unismuh. This study aims to evaluate the clinical supervision provided by lecturers to the clinical clerkship students at FK-Unismuh Makassar.

Method: This study was a descriptive survey. The subjects were 123 clinical clerkship students of FK-Unismuh Makassar who had completed clinical rotation at the department of Internal Medicine, Pediatric, Surgery, and Obstetrics and Gynecology. The research subjects were grouped based on their clinical rotation that had been undertaken. The instruments used were the Clinical Teaching Effectiveness Instrument (CTEI) and the students’ log book for their clinical activities. The collected data were analyzed descriptively.

Results: The effectiveness of clinical supervision showed that the overall average total score of CTEI was more than 3 with a range from 3.52 (internal medicine) to 3.84 (surgery). The lowest clinical supervision was at setting up a good time for both services and teaching (3.50). The average frequency of supervision received in Internal Medicine was 91.2 times. The average number of timely, late, and delayed supervision was 40 times (44%), 23 times (26%), and 28 times (30%), respectively. The average supervision duration of under 30 minutes, 30-60 minutes, and more than 60 minutes was 63 times (69%), 16 times (18%), and 12 times (13%), respectively.

Conclusion: The effectiveness of the overall clinical supervision at 4 departments was rated ‘good’ by clerkship students. However, there were some items of the clinical supervision which were still undervalued by the students. At the Department of Internal Medicine, the number of students accepted uneven supervision, much clinical supervision was carried out not on time, and duration of supervision was inadequate.


Clinical supervision, the effectiveness of clinical supervision, clinical education, clinical instructor

Full Text:



  1. McAlister L, Lincoln M, McLeod S, Maloney D. Facilitating Learning in Clinical Settings. School of communication in The University of Sydney Australia: Stanley Thornes (publisher) Ltd.; 1997.
  2. Spencer J. ABC of learning and teaching in medicine: learning and teaching in the clinical environment. BMJ, 2003;326.
  3. Dolmans DHJM, Wolfhagen IHAP, Essed GGM, Scherpbier AJJA., Van der Vleuten CPM. The Impacts of Supervisison, Patient Mix, and numbers of Students on Effectiveness of Clinical Rotation. Acad Med, 2002;77(4):332-5.
  4. Dealmens HEM, Hoogenboom RJI, Donker AJM, Scherpbier AJJA, Stehouwer CDA, Van der Vleuten CPM. Effectiveness of clinical rotation as a learning environment for achieving competences. Med Teach, 2004;26(4):305-12.
  5. Wimmers PF, Schmidt HG, Splinter TA. Influence of Clerkship Experiences on Clinical Competence. Med Educ, 2006;40:450-8.
  6. Kilminster S, Cottrel D, Grant J, Jolly B. AMEE Guide No 27: Effective educational and clinical supervision. Med Teach, 2007;29:2-19.
  7. Copeland HL, Hewson MG. Developing and testing an instrument to measure the effectiveness of clinical teaching in an academic medical center. Acad Med, 2000;75:161-6.
  8. Suhoyo Y. Pembelajaran keterampilan klinis. Jurnal Pendidikan Kedokteran dan Profesi Kesehatan Indonesia, 2006;1(4):101-6.
  9. Hoffman KG, Donaldson JF. Contextual tensions of the clinical environment and their influence on teaching and learning. Med Educ, 2004;38:448-54.
  10. Busari JO, Koot BG. Quality clinical supervision as perceived by attending doctors in university and district teaching hospital. Med Educ, 2007;41:957-64.
  11. Grant J, Kilminster S, Jolly B, Cottrel D. Clinical Supervision of SpRs: where does it happen, when does it happen and is it effective? Med Educ, 2003;37:140-8.

DOI: https://doi.org/10.22146/jpki.32258

Article Metrics

Abstract views : 1617 | views : 1851


  • There are currently no refbacks.

Copyright (c) 2018 Irwan Ashari, Titi Savitri Prihatiningsih, Angela Nurini Agni

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

JPKI Stats