A Preliminary Investigation in the Use of Questions by Clinical Educators When Working With First- and Final-Year Speech-Language Pathology Students

2019 ◽  
Vol 4 (2) ◽  
pp. 363-371 ◽  
Author(s):  
Kate J. Cook ◽  
Cheryl K. Messick ◽  
Ruth M. A. Ramsay ◽  
Gina D. Tillard
Keyword(s):  
Preliminary Investigation ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Language Pathology

Clinical Teaching Methods for Stimulating Students' Critical Thinking

2016 ◽  
Vol 1 (11) ◽  
pp. 3-17 ◽  
Author(s):  
Samantha J. Procaccini ◽  
Nancy J. Carlino ◽  
Denise M. Joseph
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Clinical Teaching ◽  
Clinical Decision ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Integral Role ◽  
Language Pathology

Critical thinking is a prerequisite to making any sound clinical decision. Many students entering into the fields of speech-language pathology and audiology are not equipped with the necessary critical thinking skills to formulate evidence-based clinical decisions. Clinical educators play an integral role in facilitating the development of students' critical thinking skills. Most clinical educators recognize the significance of, and implications for implementing teaching methods which foster critical thinking. However, many clinical educators demonstrate uncertainty about which methods to employ and how to implement such methods. This article will discuss the selection and implementation of effective teaching methods for developing students' critical thinking.

scholarly journals Conscious Clinical Education: The Evidence-Based Education—Clinical Education Model

2020 ◽  
Vol 41 (04) ◽  
pp. 279-288
Author(s):  
Mark DeRuiter ◽  
Sarah M. Ginsberg
Keyword(s):  
Clinical Education ◽  
Teaching And Learning ◽  
Clinical Decision Making ◽  
Graduate Programs ◽  
Clinical Decision ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Language Pathology ◽  
Education Model

AbstractThe fields of speech-language pathology and audiology, collectively referred to as communication sciences and disorders, are driven by evidence-based practice (EBP). As accountability in clinical service delivery continues to increase, there are few who would argue that encouraging clinicians to engage in methods that have withstood the rigors of peer-review is the wrong approach. Graduate students are typically given many opportunities to learn about the evidence for their discipline, and graduate programs are required to provide these opportunities under accreditation standards. While EBP is critical to our discipline's clinical function, we assert that evidence-based education (EBE) is equally as important as EBP to our discipline's function in educating our students. This article discusses EBP and EBE with a focus on elements that may not have been considered in the past, particularly within the complex dynamic of the EBE and clinical education interface. We present current and proposed models, including a new model of EBE in clinical education. We share insights into how the new and proposed models fit within the broader context of clinical decision making and the scholarship of teaching and learning. We conclude by addressing future needs for the education of clinical educators.

Broadening the “Ports of Entry” for Speech-Language Pathologists: A Reflective Model of Supervision

2014 ◽  
Vol 24 (2) ◽  
pp. 51-61 ◽  
Author(s):  
Elaine Geller
Keyword(s):  
Mental Health ◽  
Speech Language Pathology ◽  
Specific Training ◽  
Speech Language Pathologists ◽  
Clinical Educators ◽  
Core Concepts ◽  
Language Pathology ◽  
Traditional Approaches

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.

Supervisory Practices in Speech - Language Pathology: Pre-practicum Assessment of Student Clinicians in Graduate Training Programs

2009 ◽  
Vol 19 (3) ◽  
pp. 107-113 ◽  
Author(s):  
Daniel E. Phillips
Keyword(s):  
Qualitative Research ◽  
Graduate Student ◽  
Training Programs ◽  
Graduate Training ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Qualitative Research Methodology ◽  
Language Pathology ◽  
Graduate Training Programs ◽  
Supervisory Practices

Abstract How do supervisors determine the level of clinical independence of graduate student clinicians before clinic practicum begins and how do supervisors determine the style of supervision used with each student clinician? A qualitative research methodology was used to investigate supervisory practices of clinical educators supervising graduate student clinicians in speech-language pathology graduate training programs. Data was gathered through standardized open-ended interviews with 11 supervisors from five graduate training programs accredited by the American Speech-Language-Hearing Association (ASHA). All 11 supervisors conducted a pre-practicum assessment, but none used a published program or model to assess the student clinicians. All participants met with the student clinicians prior to the start of therapy to discuss the client. Analysis of data revealed three distinct types of meetings: presentation of the client by the clinician, presentation of the clinician to the supervisor, and pre-practicum assessment using a form. Eight of the 11 supervisors interviewed for this study determined the level of clinical independence of the student clinician solely by asking the clinician to present the client to the supervisor. The supervisors then evaluated the manner, organization, accuracy, and completeness of the presentation to estimate the student's level of clinical independence.

Student Peer Mentoring: A Tool for Clinical Educators

2011 ◽  
Vol 14 (1) ◽  
pp. 29-35
Author(s):  
Gary J. Rentschler ◽  
Rachel M. Gasior
Keyword(s):  
Peer Mentoring ◽  
Clinical Teaching ◽  
Clinical Learning ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Marginal Students ◽  
Language Pathology ◽  
Teaching Paradigm ◽  
Student Mentor

Peer mentoring has been shown to provide benefits in a variety of situations in several professions. To facilitate clinical learning in speech-language pathology, a clinical teaching paradigm utilizing student peer mentoring was constructed. The roles of the student mentor and the mentees are reported and the benefits of this paradigm are discussed. Student peer mentoring may be a useful tool in supporting marginal students in clinical learning.

Teaching AAC in the Online Environment: Methods and Challenges

2011 ◽  
Vol 20 (4) ◽  
pp. 104-108
Author(s):  
Carole Zangari
Keyword(s):  
Online Education ◽  
Augmentative And Alternative Communication ◽  
Potential Contribution ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Online Instructors ◽  
Clinical Educators ◽  
The Face ◽  
Language Pathology ◽  
The Common

Abstract The evolution of online education has some parallels with the development of the field of augmentative and alternative communication (AAC). It has taken some time for professionals in the broader fields of education, higher education, and speech-language pathology to seriously consider its potential contribution. Like AAC, online education was initially viewed with skepticism, but is now almost commonplace. In the face of data that affirm the effectiveness of online instruction, clinical educators are increasingly turning their attention to identifying and employing best practices to improve the learning outcomes of their students. The purpose of this article is to explore some of the common features of online education that hold promise for the AAC field. We also will discuss challenges faced by online instructors and strategies for addressing them.

Building Teams in Speech-Language Pathology Clinical Education

2009 ◽  
Vol 19 (3) ◽  
pp. 82-86 ◽  
Author(s):  
Kristine V. Sbaschnig
Keyword(s):  
Clinical Education ◽  
Professional Growth ◽  
Clinical Services ◽  
Speech Language Pathology ◽  
Peer Supervision ◽  
Team Meetings ◽  
Clinical Educators ◽  
Language Pathology ◽  
Personal Level ◽  
The Coordinator

Abstract Competition for entry into graduate school in speech-language pathology is intense. Building teams is one way for students to put aside the competitive mindset and learn to collaborate. Building teams is a peer-supervision method of learning that forms a bridge between instructor-driven supervision and self-supervision. Teams meet weekly and include the student clinicians, as well as the clinical educators assigned to the team. The Coordinator of Clinical Services schedules the meetings at a time that is convenient for all members of the team and sets the agenda. The team meetings include two main activities: Case Studies and the Teaching Clinic. The procedures for these activities are discussed. The benefit to students is that it teaches appropriate consultation and advocacy strategies as well as developing knowledge of the clinical process. The benefits to Coordinators of Clinical Services is that it assists them in becoming familiar with the graduate students on a personal level, in knowing the clients and their treatments, and in scheduling to meet each student's professional growth needs.

scholarly journals Is Speech-Language Pathology’s Clinical Training Responsive to the South African Context?

2021 ◽  
Vol 1 (2) ◽  
pp. 52-70
Author(s):  
Skye Adams ◽  
Anniah Mupawose ◽  
Che Kelly ◽  
Sharon Moonsamy
Keyword(s):  
South African ◽  
Clinical Training ◽  
Power Dynamics ◽  
Community Settings ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Language Pathology ◽  
African Context ◽  
Clinical Curriculum ◽  
Mind Set

The absence of equitable speech- language pathology services for South Africa’s black majority has triggered a need to decolonise the clinical curriculum. The purpose of this study was to describe the experiences of clinical educators when supervising diverse students in various community settings. A qualitative approach was employed, including interviewing seven clinical educators in speech-language pathology, in a focus group. The responses from the discussions were analysed using thematic content analysis. The participants highlighted themes and certain challenges (i) Differences (ii) discomfort (iii) clinical preparation and (iv) critical engagement. These results highlight a mismatch between the efforts of the department to transform and the experiences of the clinical educators. The results further highlight the need for the department to support clinical educators in developing a mind-set of change, of shifting the power dynamics and valuing intercultural communication.

Integrating Lesbian, Gay, Bisexual, Transgender, and Queer Issues Into the Multicultural Curriculum in Speech-Language Pathology: Instructional Strategies and Learner Perceptions

2019 ◽  
Vol 4 (2) ◽  
pp. 384-394 ◽  
Author(s):  
Nidhi Mahendra
Keyword(s):  
Health Care Providers ◽  
Linguistic Diversity ◽  
Preliminary Investigation ◽  
Historical Context ◽  
Care Providers ◽  
Speech Language Pathology ◽  
Future Health ◽  
Multicultural Curriculum ◽  
Language Pathology ◽  
Diversity Issues

Purpose Instructors teaching courses on diversity issues in communication sciences and disorders do not typically or uniformly teach about lesbian, gay, bisexual, transgender, and queer (LGBTQ) culture. The purpose of this article is to provide readers with a detailed description of the importance, historical context, and pedagogical methods for integrating LGBTQ content and history into courses on diversity issues for speech-language pathology and audiology students. Conclusion Content on LGBTQ culture and history merits inclusion in the curricula for future health care providers given the backdrop of historic and continuing discrimination as well as persistent health disparities among LGBTQ-identified persons. This article provides one example of the instructional design of an LGBTQ teaching module, embedded into a required course on cultural and linguistic diversity for speech-language pathology students. This preliminary investigation revealed that learners responded positively to this content module, demonstrating interest and engagement as well as improved awareness and knowledge for better serving LGBTQ clients.

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