Remote internship supervision is becoming more common across various fields of post-secondary training. The document discusses considerations for remote supervision based on a review of 43 articles. Key findings include: 1) Various digital tools are used for remote supervision, including seminars, videos, videoconferencing, online forums, e-portfolios, and bug-in-ear devices. 2) Pedagogical considerations include the need for reflective supervisors and field trainers, challenges in engaging interns remotely, and benefits of tools like video for self-reflection. Organizational issues involve training supervisors and field trainers. Technological and ethical concerns also exist. 3) Remote supervision allows access to specialists

1. REMOTE INTERNSHIP SUPERVISION:
STATE OF PRACTICES IN DIFFERENT
FIELD OF POST-SECONDARY TRAINING
Matthieu Petit, Ph.D., assistant professor, Université de Sherbrooke
Lucie Dionne, assistant professor, Université de Rimouski
Louis Brouillette, Ph.D., research professional, Université de
Sherbrooke
10th International Conference
on e-Learning and Innovative
Pedagogies
May 27th 2017
Toronto, Canada

2. Intern
Supervisor
Field
trainer
INTERNSHIP SUPERVISION: «TRADITIONAL» MODEL

3. Intern
Supervisor &
field trainer
INTERNSHIP SUPERVISION : OTHER MODEL

4. Intern
«in the field»
Supervisor
INTERNSHIP SUPERVISION : OTHER MODEL

5. • Supervisor visit(s) in the field
• Learning community (with a group of interns)
• Reflective mentoring (links between theory and
practice)
• Assessment
• …
TRADITIONAL = MOSTLY FACE-TO-FACE

6. Remote internship supervision (telesupervision or e-
supervision) is a supervision process done at a distance
by a mentor using technologies (Chipchase, Hill,
Dunwoodie, Allen, Kane, Piper et Russell, 2014)
- Completely online or hybrid
REMOTE INTERNSHIP SUPERVISION: DEFINITION

7. WHY ACCOMPANY INTERNS FROM A DISTANCE?

8. To acces remote areas, to hire the best supervisors, to reduce
the cost, to save time on traveling (to spend it on reflection)…
(Conn, Roberts et Powell, 2009)
For Cornu et Ewing (2008), we need to choose supervision
models based on collaborative learning practices
- There is a need to renew supervision models
CONTEXT / PROBLEM

9. Using technologies is a way to innovate at low cost
(Joseph et Brennan, 2013)
- More time to observe, analyse and discuss, with new
opportunities for the interns to think (Schwartz-Bechet, 2014)

10. [Social work] Field trainers are less available with the time and money
constraints (Dedman et Palmer, 2011)
[Speech therapy & Psychology] Shortage of qualified supervisors (Deane,
Gonsalvez, Blackman, Saffioti et Andresen, 2015 ; Carlin, Milam, Carlin et Owen, 2012)
- [Psychotherapy] More and more specificities in the field (Orr, 2010)
- [Medecine] Specialists can’t do supervision full time, mais they can do it
part time with the help of technologies (Wearne, Dornan, Teunissen et Skinner,
2013)
[Orientation] There’s a need for more supervision (Yeh, Chang, Chiang, Drost,
Spelliscy, Carter et Chang, 2008)
- [Psychology] Programs aren’t limited to traditional approaches (Yozwiak,
Robiner, Victor et Durmusoglu, 2010)

11. SECURITY, CONFIDENTIALITY, ETHICS, SUPERVISION
PROCESS, TECHNOLOGICAL COMPETENCIES… (ROUSMANIERE,
ABBASS ET FREDERICKSON, 2014)
For all these fields, reseachers identify the potential for internship supervision using
technologies, but a few concerns remain...

12. WHAT ARE THE CONSIDERATIONS FOR REMOTE INTERNSHIP
SUPERVISION DEVICES (OR PROCESSES) IN THE DIFFERENT FIELDS
OF POST-SECONDARY TRAINING?
Our question

13. Systematic review of literature
- Initial corpus of 49 articles on remote internship supervision
 Post-secondary training in any field
 French or english
 Revised by peers
 Between 2008 and 2016
 Available online
- Final corpus of 43 articles
 18 qualitative, 14 mixed, 5 quantitative and 6 literature reviews
 26 in education (including physical education), 4 in orientation, 4 in medecine (and
nursing), 2 in social work, 2 in psychotherapy, 2 in psychology, 1 in speech therapy,
1 in readaptation and 1 in archivistic
METHOD

14. ANALYSIS / ACCORDING TO EMERGING CATEGORIES AROUND TWO ASPECTS
Elements of digital devices / processes
• Seminar
• Video
• Videoconference
• Online forum
• E-portfolio
• «bug-in-ear»
Pedagogical, organizational,
technological and ethical considerations
• Supervisors
• Field trainers
• Interns
• Peers
• Cost, time et workcharge
• ICT (in general)
• Ethics

15. RESULTS
1. Elements of digital devices/processes
• Identification of innovating practices
2. Considerations
• Pedagogical, organizational, technological and ethical

16. A strong sense of community within a program (and the triad) contributes to
a positive e-supervision experience
[Psychotherapy] Importance of a relationship of trust
• Longer to establish from a distance, because resistance is difficult to
perceive
[Orientation] The supervisor must ...
• Plan a remote meeting with the field trainer and the intern to review the
roles and responsibilities of each
• Act as a monitor and facilitator during online seminars, but by sending
private feedback
• And the intern?
• Active presence and participation in online seminars
SEMINAR (AND LEARNING COMMUNITY) IN REMOTE
INTERNSHIP SUPERVISION
(Cameron, Ray et Sabesan, 2015; Cicco, 2014;
Alger et Kopcha, 2011; Orr, 2010)

17. Despite doubting that a video can replace a visit, supervisors find that
the videos offer more opportunities for useful feedback.
The benefits are :
• Identify gaps between intentions and reality
• Support the intern’s views on the profession
• Identify new elements
• Assess strengths and weaknesses of practice
[Psychotherapy] Other benefits: retention of traces for the interns &
possibility for the supervisor to comment on the video while the trainee
views it
The video allows the intern to reflect on action (not "in action")
VIDEO IN REMOTE INTERNSHIP SUPERVISION
(Baecher, McCormack et Kung, 2014; Alger et Kopcha, 2009)

18. [Psychotherapy] The most used digital tool and not only for remote or
overseas regions
In support of a synchronous remote internship supervision
• The observation of interns in action can be done in a non-intrusive way
[Psychology] Videoconferencing seems to have the potential to reduce
the isolation of interns by providing access to other interns, a
competent supervisor…
• The impacts are weak, but positive: knowledge acquisition, satisfaction
with accompaniment…
• If the interns play less passive roles, they are more enthusiastic, less
fearful
VIDEOCONFERENCE IN REMOTE INTERNSHIP SUPERVISION
(Berkey et Conklin, 2016; Cameron, Ray et Sabesan, 2015; Rousmaniere, Abbass et Frederickson, 2014;
Hamel, 2012; Yozwiak, Robiner, Victor et Durmusoglu, 2010)

19. There is a greater use of forums to share problems, give or receive advice,
receive encouragement
• Sharing experiences and techniques allows interns to see their peers’
experiences and how they solve situations
Replication of collaboration, despite distance
• For supervisors, written exchanges (to replace a verbal discussion) are more
reflective
• But they are more demanding then in a traditional supervision (face-to-face)
• Putting your ideas in writing is more demanding cognitively
• And a spirit of collegiality is necessary
ONLINE FORUM IN REMOTE INTERNSHIP SUPERVISION
(Hamel, 2012; Alger et Kopcha, 2009 )

20. The flexible environment of the e-portfolio allows new opportunities
for interaction, according to an accompanying dynamic
The benefits identified and appreciated by the e-portfolio
• Interactions within the triad
• The ability to give feedback immediately
• Each intern has the possibility to return to feedback without time
constraints
E-PORTFOLIO IN REMOTE INTERNSHIP SUPERVISION
(Kecik, Aydin, Sakar, Dikdere, Aydin, Yuksel et Caner, 2012)

21. Immediate, positive, corrective and specific feedback will have
an impact on the attitude and behavior of the intern
The interns note that this type of feedback is extremely useful
for linking research to practice
• This helps them to engage in reflective practice
In the classroom, the results highlight an increase in
encouragements and a decrease in reprimands towards
students
• Increased engagement of students in the task
BUG-IN-EAR (AND IMMEDIACY) IN REMOTE
INTERNSHIP SUPERVISION
(Rock, Gregg, Gable, Zigmond, Blanks, Howard et Bullock, 2012; Rock, Gregg, Thead, Acker, Gable et Zigmond, 2009 )

22. RESULTS
1. Elements of digital devices/processes
• Identification of innovating practices
2. Considerations
• Pedagogical, organizational, technological and ethical

23. [Speech therapy] They need time and flexibility
[Social work] Reluctant, they must be offered training
Research indicates that supervisors often monopolize speaking
time (despite their good intentions)
• The video makes it possible to change this dynamic which
does not serve the reflexivity
To have reflective interns, you need reflective supervisors
SUPERVISORS [PEDAGOGICAL CONSIDERATIONS]
(Baecher, McCormack et Kung, 2014; Carlisle, Carlisle, Hill, Kirk-Jenkins et Polychronopoulos, 2013;
Gronn, Romeo, McNamara et Teo, 2013; Carlin, Milam, Carlin et Owen, 2012)

24. Culture of the oral feedback: risk of written comments being insufficient, or
not transmitted to the supervisor
The challenge is to increase interactions (to train them at a distance) so
they better understand their role
• Good use of ICTs for communication with field trainers will have an
impact on interns
[Nursing] The use of technology to train field trainers is seen as an
interesting way to increase their participation
FIELD TRAINERS [PEDAGOGICAL CONSIDERATIONS]
(Berkey et Conklin, 2016; Zournazis et Marlow, 2015 ; Mabunda, 2013;
Vazquez et Sevillano, 2013; Hamel, 2012; Alger et Kopcha, 2009)

25. Recording the intern’s practice allows him to observe himself in addition to
the formal supervision sessions
• This encourages reflection on his teaching and the improvement of his practice
[Medicine] Participants acknowledge the decrease in isolation, the increase
in knowledge about patient treatments, the validation of current practices...
• Remote supervision relies heavily on the ability of interns to ask questions, to reveal
their weaknesses, to use self-assessment, to make thinking audible…
• «Professional edge»
• The welfare of interns remains a challenge; they cannot easily be removed from
dangerous situations
INTERNS [PEDAGOGICAL CONSIDERATIONS]
(Berkey et Conklin, 2016; Cameron, Ray et Sabesan, 2015;
Wearne, Dornan, Teunissen et Skinner, 2013)

26. Interns note that they have become role models for others
[Orientation] This accompaniment can be faster and sometimes
more adequate than that offered by a supervisor
• Reduces dependency on external experts and provides interns with
accompanying skills
• There is a reduction of anxiety and an increase of empathy within peer
support groups
Peer coaching is proposed as a significant way to promote the
learning of interns
PEERS [PEDAGOGICAL CONSIDERATIONS]
(Joseph et Brennan, 2013; Alger et Kopcha, 2011; Yeh, Chang, Chiang, Drost, Spelliscy, Carter et Chang, 2008)

27. Cost: the difference is significant
• The supervision of distance training allows to limit the expenses
(transport, lodging...)
• Between synchronous and asynchronous monitoring: asynchronous
costs less
[Social work] ...but technologies can sometimes be expensive
Time saving was perceived (positively) by supervisors
• Flexibility and convenience for supervisors
The design of distance learning supervision is initially perceived as
additional work by supervisors and field trainers but is beneficial in
terms of the quality of the feedback provided
COST, TIME ET WORKCHARGE [ORGANIZATIONAL CONSIDERATIONS]
(Carlisle, Carlisle, Hill, Kirk-Jenkins et Polychronopoulos, 2013; Heafner, Petty et Hartshorne, 2012;
Hartshorne, Heafner et Petty, 2011; Alger et Kopcha, 2009)

28. The intern’s skill in using ICT during the practicum: added value to
the remote supervision
[Archivistic] Supervisors expect interns to have ICT skills
• [Social work] And technological failures are part of the reality
Technology should not only be used to replicate traditional
supervisory processes, but to consider new ways of conducting
supervision
Technologies are not only complementary to face-to-face, but offer
rich opportunities for reflection and new opportunities for practical
training
ICT (IN GENERAL) [TECHNOLOGICAL CONSIDERATIONS]
(Schwartz-Bechet, 2014; Gronn, Romeo, McNamara et Teo, 2013;
Franks et Oliver, 2012; Heafner, Petty et Hartshorne, 2012)

29. Several elements to consider in order to maintain ethical
standards
• Need to have the consent of the participants involved (or the
parents)
• Data protection (including identity of participants) and
appropriate choice of digital tools
Interest in asynchronous mode to ensure that shipments are done
safely
ETHICS [ETHICAL CONSIDERATIONS]
(Carlisle, Carlisle, Hill, Kirk-Jenkins et Polychronopoulos, 2013; Naffziger et Fawson, 2013; Vazquez et Sevillano, 2013 )

30. CONCLUSION
• Internship supervision : face-to-face or from a distance?
• Completely online or hybrid?
• Synchronous or asynchronous?

31. A REAL ALTERNATIVE TO «TRADITIONAL»
SUPERVISION
The availability of technologies in the context of education makes it possible to replace the
supervision by a new remote supervision protocol (Berkey et Conklin, 2016)

32. [Orientation] Although e-supervision seems to be a viable option for orientation interns,
there is no evidence that it is superior or should be a replacement to the traditional face-to-
face supervision approach (Chapman , Baker, Nassar-McMillan and Gerler, 2011).
[Rehabilitation] The replacement of traditional face-to-face supervision with telesupervision
is unlikely, but research shows that it maintains the quality of clinical learning experiences
(Chipchase, Hill, Dunwoodie, Allen, Kane, Piper and Russell, 2014)
[Speech Therapy] Remote supervision is an economically and pedagogically effective way
to supervise (Carlin, Milam, Carlin and Owen, 2012)
[Medicine] Distance learning supervision has significant advantages and disadvantages that
can be limited by good preventive management (Wearne, Dornan, Teunissen and Skinner,
2013)
[Psychology] When benefits outweigh the limitations, the contribution of ICT to internships is
an opportunity to prepare psychologists to offer their services beyond current contexts
(Yozwiak, Robiner, Victor and Durmusoglu, 2010)
«COMBAT OPTIMISM»

33. «IN A FEW YEARS, IT WILL BE IMPOSSIBLE TO UNDERSTAND
THE WORK OF EDUCATIONAL SUPERVISION WITHOUT THE
USE OF TECHNOLOGICAL TOOLS.»
(VAZQUEZ ET SEVILLANO, 2013)

34. THANK YOU!
matthieu.petit@usherbrooke.ca
lucie_dionne@uqar.ca
l.brouillette@usherbrooke.ca
/
Twitter: @MPetitUdeS