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 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.

scholarly journals Speech language pathology Clinical Education: perceptions and experiences of clinical educators and students

2020 ◽  
Vol 10 (2) ◽  
pp. 123-133
Author(s):  
Joana Antonieta Rocha ◽  
Catarina Oliveira Santos ◽  
Vânia Peixoto ◽  
Fátima Maia ◽  
Rita Gama Alegria
Keyword(s):  
Professional Development ◽  
Clinical Education ◽  
Private University ◽  
Structured Interview ◽  
Limited Information ◽  
Speech Language Pathology ◽  
Clinical Educator ◽  
Clinical Educators ◽  
Language Pathology ◽  
Education Process

For the purposes of professional development clinical education is crucial to speech-language pathologists (SLP). There is limited information about clinical education of SLP students in Portugal. The aim of this study was to describe and compare the mutual perceptions of Portuguese SLP’s clinical educators and students’ of SLP in a Portuguese private University Clinic. Five SLP clinical educators and nine students participated in a one on one semi-structured interview. Content analysis was used to explore interview data.  The analysis led to the identification of four themes shared by both groups. Findings from this study provided an insight about clinical education characteristics and challenges reported by clinical educators and students in Portugal and to compare those results with others mentioned in other countries. The findings of this study suggest that clinical educators and students identify, in general, similar characteristics regarding effective/non-effective clinical educator profile and benefits regarding clinical education process. The sample provides preliminary data on Portuguese clinical educator’s and student’s experience of clinical education.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Inclusion of Transgender Voice and Communication Training in a University Clinic

2017 ◽  
Vol 2 (10) ◽  
pp. 109-115 ◽  
Author(s):  
Jennifer Oates ◽  
Georgia Dacakis
Keyword(s):  
Training Program ◽  
Clinical Education ◽  
Well Being ◽  
Evidence Base ◽  
Communication Training ◽  
Speech Language Pathology ◽  
Transgender People ◽  
Language Pathology ◽  
Effectiveness Of Training ◽  
Negative Impacts

Because of the increasing number of transgender people requesting speech-language pathology services, because having gender-incongruent voice and communication has major negative impacts on an individual's social participation and well-being, and because voice and communication training is supported by an improving evidence-base, it is becoming more common for universities to include transgender-specific theoretical and clinical components in their speech-language pathology programs. This paper describes the theoretical and clinical education provided to speech-language pathology students at La Trobe University in Australia, with a particular focus on the voice and communication training program offered by the La Trobe Communication Clinic. Further research is required to determine the outcomes of the clinic's training program in terms of student confidence and competence as well as the effectiveness of training for transgender clients.

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.

Deliberate Supervision: Practical Strategies for Success

2020 ◽  
Vol 5 (1) ◽  
pp. 206-215
Author(s):  
Kelly A. Kleinhans ◽  
Christina Brock ◽  
Lauren E. Bland ◽  
Bethany A. Berry
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Professional Practice ◽  
Clinical Education ◽  
Clinical Skills ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Practice Experience ◽  
Certification Standards ◽  
Language Pathology

Purpose Clinical supervisors play a fundamental role in enabling students to transform knowledge into clinical skills. The 2020 changes to Speech-Language Pathology Certification Standards will require speech-language pathologists who want to serve as clinical supervisors of applicants for certification to complete a minimum of 9 months of practice experience postcertification and 2 hr of professional development in the professional practice domain of supervision postcertification prior to overseeing a student in a clinical supervisor capacity. Conclusion This article describes a framework for clinical supervisors of graduate students to use based on the premise that supervision should be an intentional reflective activity. The authors describe how to plan for clinical education across practice settings, provide appropriate feedback, and use questions effectively. Supplemental Material https://doi.org/10.23641/asha.11528250

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.

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