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On Fig. 6c and d, the results for (10~%) of initial supervision are shown.
The differences in average performance between the first and second rounds of supervision are shown for each district.
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High-quality clinical learning environments and supervision were shown to have significant influence on healthcare students´ professional development.
The quality and type of supervision was shown to be important in facilitating the integration of the Lady Health Worker programme in the health system in Pakistan [ 8].
An example of a scoring scheme used for one of the interview domains (Clinical Supervision) is shown instead in Table 2. Once the answer was scored by the interviewer in line with the scoring scheme, trainees and trainers were also given the opportunity to give comments about reasons for giving their answers.
Finally, the PhD supervision of each grade of staff are shown in Table 4D.
The results after using the active learning are shown in red, which makes the supervision percentage to be raised.
However, supervision has been shown to improve performance [11] and may also improve motivation and job satisfaction.
Supervision has been shown to improve performance [ 27] and can bridge the gap between knowledge and practise.
However, supervision has been shown to be a persistent weakness in CHW programmes [ 6], with suggestions of infrequency and inadequacy [ 3].
In addition, supervision has been shown to be a mechanism facilitating professional development, improving health workers' job satisfaction and increasing motivation [ 12].
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com