Abstract
Clinical evaluation is well recognized as a central aspect of the supervisory experience. To address the challenges of evaluating trainees, existing scholarship has generally taken a prescriptive focus. This study takes a contrasting position by developing process-oriented knowledge towards the practical task of clinical evaluation. Dimensional analysis, a grounded theory method, was employed to develop a theory of how supervisors evaluate trainees. Analysis suggests that achieving influence with a trainee is a supervisor's primary evaluative goal. To reach this goal, supervisors participate in a complex formative process of observation and intervention to assist supervisees in meeting supervisor expectations. This study elaborates on these formative tasks of supervision and links them to summative performance evaluations of trainees.
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