No AccessPerspectives on Administration and SupervisionCoordinator’s Column1 Jun 2015Coordinator's Column Christi Masters Christi Masters Google Scholar More articles by this author https://doi.org/10.1044/aas25.1.3 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In "Coordinator's Column." Perspectives on Administration and Supervision, 25(1), p. 3 Additional Resources FiguresReferencesRelatedDetails Volume 25Issue 1June 2015Pages: 3-3 Get Permissions Add to your Mendeley library History Published in issue: Jun 1, 2015 Metrics Topicsasha-topicsasha-sigsasha-article-typesleader-topicsCopyright & PermissionsCopyright © 2015 American Speech-Language-Hearing AssociationPDF downloadLoading ...
ASHA's focus on evidence-based practice (EBP) includes the family/stakeholder perspective as an important tenet in clinical decision making. The common factors model for treatment effectiveness postulates that clinician-client alliance positively impacts therapeutic outcomes and may be the most important factor for success. One strategy to improve alliance between a client and clinician is the use of outcome questionnaires. In the current study, eight parents of toddlers who attended therapy sessions at a university clinic responded to a session outcome questionnaire that included both rating scale and descriptive questions. Six graduate students completed a survey that included a question about the utility of the questionnaire. Results indicated that the descriptive questions added value and information compared to using only the rating scale. The students were varied in their responses regarding the effectiveness of the questionnaire to increase their comfort with parents. Information gathered from the questionnaire allowed for specific feedback to graduate students to change behaviors and created opportunities for general discussions regarding effective therapy techniques. In addition, the responses generated conversations between the client and clinician focused on clients' concerns. Involving the stakeholder in identifying both effective and ineffective aspects of therapy has advantages for clinical practice and education.
This article investigates supervision techniques that enabled graduate students who labeled themselves as shy to participate in a summer clinical experience. Through detailed analyses, it is shown how peer collaboration, continued modeling, technology, and humor allowed two shy students to successfully complete the experience. The article proposes that these supervision techniques may help students transcend an intrinsic shyness.
In 2011, the World Health Organization (WHO) and the World Bank highlighted several pressing concerns in the area of service provision to individuals with disabilities, including a global shortage of rehabilitation personnel. The use of mid-level workers was recommended as one strategy for improving human resource capacity in this area. In the United States, speech-language pathology assistants (SLPAs) are one type of mid-level worker that has received recent attention. The American Speech-Language and Hearing Association (ASHA) updated its policy statement on SLPAs in 2013 and also implemented a voluntary affiliation for assistants in 2011. Unfortunately, a paucity of research exists in the United States on this topic. Internationally, however, researchers have reported on the topic of assistants in the field of speech-language pathology. This manuscript serves as an integrative review of the research literature on the topic of assistants in the field of speech-language pathology from an international perspective, including information on the effectiveness of assistants in service provision, important elements related to their training and supervision, opinions from supervisors on this topic, and novel extensions of assistant services to areas such as cross-disciplinary tasks and telerehabilitation.
The clinical experience is a major component of the curriculum for graduate degree programs in speech-language pathology. During this experience, the supervisor provides the student with the support needed to grow as a clinician. Both supervisors and students enter into the supervisory process with a variety of goals, skills, and expectations. In this article, the author presents the results of a survey in which the expectations of novice clinicians are compared to the expectations of their supervisors. Identification of the expectations of these groups assisted in determining the concerns of both supervisors and supervisees, and in assessing discrepancies, which affect the supervisor's ability to meet the student's needs. An analysis of the data revealed discrepancies in expectations of these groups. A review of expectations of novice clinicians in their first clinical experience revealed a limited understanding of the expectations of supervisors, while students entering their second clinical experience noted increased expectations for cooperative learning and supervisor feedback. Both first and second semester students expected supervisors to provide direct support throughout both clinical experiences. While supervisors expected to provide direct support to clinicians at the beginning of their first clinical experience, they anticipated moving to indirect support as the students progressed.
Development of self-evaluation skills in student clinicians is a crucial element of clinical education. This article reviews pertinent information regarding supervisors' responsibilities related to teaching supervisees to self-evaluate. Previously identified methods of facilitating these skills are discussed. The use of video self-analyses paired with self-evaluation rubrics is explored.
Effective university clinical supervision requires the clinical instructor to modify supervisory style based on the student clinician's skill level, experience, and learning style. In addition, clinical education programs provide clinical instructors with an evaluation tool to assess the supervisee's clinical performance. This article reviews the supervisory process and models for modifying supervisory styles and describes various evaluation tools that can be used to evaluate clinical skills. A clinical evaluation tool is then introduced that emphasizes clinical proficiency rather than type of clinical supervision. The tool incorporates hierarchical expectations when evaluating student clinician practicum knowledge and skills across three levels of student clinicians: beginning, intermediate, and advanced. Information is provided about the content of the three-tiered hierarchical evaluation tool and the process used to assess clinical performance. Qualitative feedback from surveys completed by clinical instructors and student clinicians about the tool is reviewed.
No AccessPerspectives on Administration and SupervisionCoordinator’s Column1 Jun 2014Coordinator's Column Melanie W. Hudson Melanie W. Hudson Google Scholar More articles by this author https://doi.org/10.1044/aas24.1.3 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In "Coordinator's Column." Perspectives on Administration and Supervision, 24(1), p. 3 Additional Resources FiguresReferencesRelatedDetails Volume 24Issue 1June 2014Pages: 3-3 Get Permissions Add to your Mendeley library History Published in issue: Jun 1, 2014 Metrics Topicsasha-topicsleader-topicsasha-article-typesasha-sigsCopyright & PermissionsCopyright © 2014 American Speech-Language-Hearing AssociationPDF DownloadLoading ...
In the 21st century, academic climate educators must be knowledgeable of and sensitive to differing cultural values and customs of the students we educate and patient populations we serve. Demographic projections for the United States over the next 20–40 years suggest a decrease in the current white majority to that of a minority, with corresponding increases among Hispanic and Asian American Groups (Pew Research Hispanic Center, 2008). Most facets of our society are, and will continue to be, impacted by such large transformations, and this includes all components of academic programs in Communication Sciences and Disorders (CSD). This burgeoning growth of cultural diversity in the United States is mirrored in both the student body and the patient populations we serve. As such, developing “cultural competence” has become an imperative for CSD programs as there is a growing need to work effectively within the cultural context of patients, their families, and their communities. In this paper, we focus on Rush University’s (RU) ongoing experience with creating cultural competence among students, faculty, and preceptors in academics and clinical education.
Clinical training methods have been discussed among disciplines with a variety of methods having been used with some success. However, there is limited empirical evidence to support particular methods over others. The purpose of this research was to initiate a pilot study that provided empirical evidence for clinical shadowing as a proposed clinical training method. The clinical shadowing included focused clinical observations and supported clinical experiences in a series of sessions led by graduate student clinicians. Empirical data was collected from undergraduate students to identify the perceived level of preparedness as a measure of effectiveness of a “shadowing experience” prior to entering their first semester of independent clinical experience in an effort to document increased effectiveness during clinical training.
The purpose of this article is to explore core concepts that are integral to developing a relationship-based and reflective model of supervision in speech-language pathology. Many of the concepts to be discussed emerged from the study of infancy and mental health. These fundamental constructs will be used to illustrate how clinical educators can expand their traditional approaches to supervision with the goal of embedding these constructs within discipline-specific training. Each construct will be briefly defined followed by how the construct can be applied to supervision. Two supervision scenarios will be examined as to how relationship-based and reflective principles were integrated into supervision.
A fundamental aspect of graduate education in speech-language pathology is facilitating clinical competence. Teaching clinical decision-making within an evidence-based practice framework is necessary during both on-site and off-site clinical experiences. In this article the authors present the results of semi-structured interviews with off-site supervisors in medical settings. Interview questions addressed aspects of evidence-based practice (EBP) that are discussed or modeled for students. Supervisors also weighed the importance of each EBP element in their practice. Clinical expertise was given slightly more weight as compared to external scientific evidence and client/patient/caregiver perspective elements. However, individual responses were highly variable across participants. Suggestions for ensuring continued EBP instruction during off-site clinical placements is discussed.
This article reviews the literature and resources for supervisory, mentorship, and preceptorship models in personnel preparation of graduate students in clinical education. Information presented highlights the critical aspect of clarifying expectations to facilitate foundations for relationships with students in pre-service programs. Survey results that indicate discrepancies between expectations for performance among students, preceptors, and clinical faculty are key factors of influence to the success of outcomes. Specific strategies to address or prevent discrepancies are included as examples. This information was presented at the ASHA 2013 Convention in Chicago, IL.
This article presents the model of clinical education at the University of New Hampshire designed to assure that graduate clinicians learn not only how to manage their client's programs but their own professional development. Specific experiences and assignments designed to help students develop self-supervision skills are described.
Clinical supervisors in speech-language pathology graduate programs are faced with the challenges of adapting to the learning styles of the current generation of student clinicians, and the necessity for increased efficiency and effectiveness of instruction with decreasing amounts of supervision time. Traditional methods of providing clinical feedback have been written and verbal; however, technological advances now allow for nearly effortless implementation of video-review feedback, which targets the current learning styles of student clinicians. This survey study examined student clinicians' and clinical supervisors' responses to the use of video-review feedback using iPads, in addition to traditional feedback methods, to determine efficacy of this instructional modality. Eighteen first year graduate clinicians and six clinical supervisors participated in this study, which was conducted over a six week period. iPads were used to record a minimum of twelve brief portions of sessions during this period and then these recordings were reviewed and discussed in collaboration between the student and supervisor. Results of survey responses following the six week period indicated that student clinicians and supervisors preferred the use of video-review feedback in additional to traditional methods, and students were in agreement that this feedback was beneficial to their clinical learning.
Purpose: The majority of supervision literature has focused on the supervision of graduate students. The purpose of this study was to examine the preparation of and explore the thinking styles of mentoring speech-language pathologists (SLPs) of Speech-Language Pathology graduates who are completing their clinical fellowship. Method: A questionnaire was sent to 1626 SLPs by email who reported working in school settings and 102 participants responded. They were asked questions about demographics, caseloads, supervisory experiences, knowledge of the American Speech-Language-Hearing Association (ASHA, 2008) standards for supervision, and thinking styles. Forty of the participants reported on the number of years of experience they had with supervision and reported mentoring a clinical fellow in the past 3 years. These 40 participants were divided into two groups: mentoring SLPs with less experience (LEM; 1–5 years) and mentoring SLPs with more experience (MEM; 6 or more years). Results: The LEM and MEM groups demonstrated different patterns in meeting and contacting their Clinical Fellows (CF) and in participating in training activities for mentoring SLPs. There were also differences in the thinking styles of the groups. The MEM group rated themselves as having preferences for tasks that allowed them to work on one thing at a time as well as tasks that had a more global focus more than those in the LEM group. Conclusions: Differences in thinking styles may affect the style of supervision and mentoring. These relationships warrant further examination.
