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Supervision: Developing Person-Centered Communication

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1.  The supervisory relationship is a key element in being able to: Challenge students' learning process Motivate students to learn new skills Support student growth All of the above

2.  When providing students with feedback, it is important to: Tell it like it is, even if the feedback is harsh Be positive and consider the environment you are in Meet with students at least twice during the semester Be general so they can reglet and fill in the gaps

3.  Purposeful dialogue with students about their learning helps students: Develop learning goals Engage in reflective practice Have realistic expectations All of the above

4.  Talking with students about how they communicate with patients before the appointment can: Help them work through their concerns about communication with patients Interfere with their focus on learning technical skills Distract students as they will learn how to communicate after they graduate Be challenging as there are other priorities

5.  Self-reflection can help students learn new skills, and supervisors can: Ask students about their learning barriers Ask students how the can help Let students work through this on the own as it is an individual process Both A & B

6.  Supervisors have a role in monitoring development, and should: Realize communication skills develop slowly and growth is not expected while students are in graduate school Evaluate student competencies related to communication skills Expect growth in communication skills Both B & C

7.  When modeling counseling skills: Be aware of and talk about your strengths and areas you can improve Consider how much students are learning and minimize what you point out Be open to how you can expand your skills Both A & C

8.  How can programs consider support for counseling skill development? Review patient intake forms and include questions that facilitate PCC Counseling patients is not in our scope of practice Refer patients out, there is not enough time in the schedule to counsel patients Focus on the technical skills they are learning first, but remind students to think about how they talk with patients

9.  A rubric for counseling skill development can: Help you and the student track progress Provide common terminology for talking about counseling skills Provide clear expectations for performance All of the above

10.  Obtaining feedback about PCC in your clinic can: Provide patient feedback about their experience during the appointment Provide student feedback about their experience learning skills Is a vague concept and is hard to capture Both A & B