Abstract:

Introduction:
The clinical supervisor role demands competencies and knowledge that require specific training. This study focuses on the teaching work carried out by clinical supervisors at a hospital in Santiago of Chile.
At the moment of this study there was no evidence about the characteristics of these group. How they are performing evaluations of students, which is the vision of the teaching and learning process and under which paradigm they base on their performance.

Objectives:
To describe the teaching profile of clinical supervisors of this institution in relation to the assessment performance.
Material and Method: This is a quantitative study and descriptive scope. A questionnaire was applied to 140 professionals from different health departments, such as Medicine, Kinesiology, Speech Therapy, Occupational Therapy, Psychology, Chemistry and Pharmacy, Social Work and Medical Technology.

Results:
From the total group a 71% did not have participate in any training program to enhance teaching skills. In addition, those clinical supervisors who do not have training in education tends to consider more relevant to assess theoretical knowledge over the assessment of competences. In contrast to train teachers who think that assessment of competence is the primary objective of the clinical practicum. Also untrained clinical supervisors have more difficulties to understand and use evaluative instruments, such as guidelines and rubrics.
High frequency feedback with their students are used more often by clinical supervisors. At the same time, untrained supervisors expressed the need of training to improve skills related to this evaluative instrument.
Differences were found between professionals, like Social Work and Medicine who accept that teaching with rigorousness improve the performance of students. And the rest of the disciplines showed less approval. Medicine, Occupational Therapy and Social Work highly disapproved current evaluative instruments as a complete assessment of the student performance.

Conclusions:
A predominance of the academic paradigm was observed principally in the group of clinical teachers without training, which influences the perception of the role of clinical teacher. This approach does not put the student as the center of learning. At the same time this group of teachers tends to believe that the student has to adequate herself or himself to the different teaching methods. Despite this vision, clinical teachers expressed the need of being trained in pedagogical aspects and they understand that this background would improve the learning teaching process and contribute to the role as a teacher.
This study contributes in describe the teaching profile of clinical supervisors, providing information to understand how the teaching process is being perform in assessment specifically. This is relevant because it impacts on the student assessment process, carried out by the clinical supervisor in a critical period of a forming future health professional.

Keywords:

Teacher training, Assessment, Clinical Competences.