ABSTRACT
Introduction: Currently there is little understanding of the factors that contribute to the successful implementation of clinical supervision in the development of new competencies for senior practitioners. The two linked studies reported are part of a wider inquiry to improve diagnostic services, interventions and outcomes for people with attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Methodology: This study aimed to explore the feasibility of implementing web-based learning to deliver clinical supervision relating to the recognition, diagnosis and management of ADHD and ASD. Two series of three web-based supervision seminars, facilitated by clinical and academic experts, were held for two sets of practitioners. Prior to the start of the supervision process (time 1) each participant underwent an assessment of knowledge, skills and attitudes, which was repeated at the end of the study (time 2). Participants who completed pre-study assessments were allocated to take part in either the web-based supervision or the control groups. In total, 31 participants took part: 13 in the ADHD study (seven received online supervision) and 18 in the ADHD study (seven received online supervision). Results: Although the study sample sizes were too small to carry out any meaningful statistical analyses there were modest increases in clinical skills scores recorded by both studies for three of the four groups with no change in knowledge scores for the ASD supervision group. Conclusion: Web Based Learning (WBL) encompasses any educational activity undertaken over the internet and is now considered part of the mainstream in medical education. The issues of accessibility to technology required for WBL may be a barrier to widespread implementation and may be a contributory factor to the lack of published evidence for the effectiveness of this approach.