Evaluation of Pedagogical Supervision Practices During Clinical Placements: Diagnosis of Current Methods and Identification of Areas for Improvement at the Higher Institute of Medical Techniques of Kikwit
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Abstract
Clinical training is a fundamental pillar in the development of professional competencies among students in health sciences. In the Democratic Republic of Congo (DRC), where the healthcare system faces a shortage of qualified personnel and inconsistent quality of care, improving clinical supervision has become a strategic priority. This dissertation aims to evaluate pedagogical supervision practices during clinical placements at the Institut Supérieur des Techniques Médicales (ISTM) of Kikwit, in order to identify existing shortcomings and propose avenues for improvement to enhance the acquisition of professional skills. A quantitative, descriptive, and analytical study was conducted with a sample of 120 students and 25 supervisors selected from various clinical placement sites. Data were collected using self-administered questionnaires and observation checklists. The variables examined included supervisor availability, the quality of explanations provided, the teaching methods used, and the evaluation practices during placements. Findings show that only 33.3% of students received regular follow-up from their supervisors. Furthermore, 37.5% reported limited access to their supervisors, and 20.8% considered the explanations received to be insufficient. Despite these challenges, 91.7% of students acknowledged that clinical placements strengthened their self-confidence and contributed to their professional development. The study highlights significant gaps in clinical supervision that may hinder the effectiveness of training. It recommends the implementation of continuous training programs for supervisors, increased on-site presence, and the standardization of pedagogical practices to sustainably improve the quality of clinical education in the DRC
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