An Investigation Into Supervision Techniques to Support Shy CSD Students

2015 ◽  
Vol 25 (1) ◽  
pp. 42-49
Author(s):  
Pam Britton Reese
Keyword(s):  
Graduate Students ◽  
Clinical Experience ◽  
Peer Collaboration ◽  
Modeling Technology

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.

Empirical Identification of Techniques Useful for Counseling Patients with Diabetes

1988 ◽  
Vol 14 (4) ◽  
pp. 303-307 ◽  
Author(s):  
Marcia H. Lange ◽  
Joan Heins ◽  
E.B. Fisher ◽  
Judy Kopp
Keyword(s):  
Graduate Students ◽  
Clinical Experience ◽  
Role Play ◽  
Diabetic Patients ◽  
Written Feedback ◽  
Related Research ◽  
Patients With Diabetes ◽  
Second Year ◽  
Analogue Patients

Instruction for counseling patients with diabetes is based primarily on intuition from clinical experience and inferences from related research. To identify potentially useful counseling techniques, we elicited descrip tions of effective skills from analogue patients (APs) who played the roles of diabetic patients in practice counseling sessions with nurse and dietitian course participants. APs were first- and second-year graduate students in psychology, trained to play one offour patient roles. After each role play, the APs provided written feedback regarding "three things the counselor did that I felt best about. " The two most frequently cited behaviors were (1) consid ering needs other than those related to diabetes in making adherence recommendations, and (2) providing clear, concrete advice. Further research with actual diabetic patients is needed to validate the present findings and to explore such ambiguities as when to give advice versus when to ask questions.

Exploring Outcomes of an Asynchronous Learning Module on Increasing Cultural Competence for Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-9
Author(s):  
Belinda Daughrity
Keyword(s):  
Graduate Students ◽  
Cultural Competence ◽  
Clinical Experience ◽  
Health Care Professionals ◽  
Cultural Awareness ◽  
Asynchronous Learning ◽  
Speech Language Pathology ◽  
Learning Module ◽  
Language Pathology ◽  
Pedagogical Approaches

Purpose Cultural competence is an essential tool for speech-language pathologists and other allied health care professionals in providing ethical and clinically competent care. Determining pedagogical approaches to teaching cultural competence skills to students training in preprofessional programs is imperative to effectively convey the importance of cultural awareness prior to students embarking on their professional careers. Method Forty-five (45) speech-language pathology graduate students were administered a multicultural knowledge quiz before and after a targeted, asynchronous learning module on cultural competence and again 2 months later. Results Quiz scores indicated significant findings immediately following a cultural competence learning module with an additional increase in scores at follow-up. Scores were not significant for minority background but were significant for clinical experience. Conclusions Evidence indicates a brief, targeted video module can positively impact cultural competence skills for speech-language pathology graduate students regardless of clinical experience. Results suggest a combination of targeted instruction along with repeated clinical experience produces the most significant improvement over time. As the current pilot study was employed to test methodology and results are not generalizable, implications for future pedagogical approaches and research studies with comprehensive methodological approaches are provided. Supplemental Material https://doi.org/10.23641/asha.14569482

scholarly journals A Pilot Study Investigating the Effect of the Supervision-Questioning-Feedback Model of Supervision on Stimulating Critical Thinking in Speech-Language Pathology Graduate Students

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Samantha Dalessio ◽  
Nancy Carlino ◽  
Mary Barnum
Keyword(s):  
Critical Thinking ◽  
Graduate Students ◽  
Clinical Experience ◽  
Small Sample Size ◽  
Thinking Skills ◽  
Small Sample ◽  
Speech Language Pathology ◽  
First Semester ◽  
Language Pathology ◽  
Clinical Simulations

Purpose The purpose of this study was to investigate the effect of the supervision-questioning-feedback (SQF) model of supervision on critical thinking in graduate students studying speech-language pathology. The researchers hypothesized that students who were provided with the SQF model of supervision would score higher than students who received the non-SQF (NSQF) style of supervision on the selected critical thinking measures. Method Seventeen out of 24 first semester graduate students in speech-language pathology completing their on-site university-based clinical practicum experience consented to participate in the study. Of the 17 participating first semester students, 9 were randomly assigned to 1 of 3 SQF trained supervisors, and the other 8 were randomly assigned to 1 of 2 NSQF trained supervisors for the duration of 1 semester. Additionally, 3 out of 24 fourth semester graduate students completing their off-site externship experience and their supervisors consented to participate in the study. Four additional study participants served as independent SQF-trained raters charged with the task of analyzing video recorded student-supervisor conferences to determine whether the SQF model of supervision was being implemented. Prior to and at the conclusion of the clinical experience, all participating students completed two measures of critical thinking: (1) California Critical Thinking Skills Test (CCTST) and (2) two Simucase® clinical simulations. At the conclusion of the clinical experience, seventeen out of 20 participating students (11/12 SQF students and 6/8 NSQF students) completed a post-survey rating their supervisory experience . Results For participating first semester students, there were no overall statistically significant differences between SQF and NSQF groups as measured by pre to post completion of (1) CCTST (p=.544) and (2) two Simucase® clinical simulations (p=.781). The 3 participating fourth semester students who received the SQF model of supervision also showed no statistically significant differences on pre to post completion of the (1) CCTST (p=.827) and (2) two Simucase® virtual cases (p=.879). Results from SQF ratings revealed variability in the implementation of the SQF model across supervisors with a moderate level of inter-rater agreement. Results from post surveys completed by students showed that students preferred the SQF model of supervision over the NSQF model (p=.044). Conclusion Results from this preliminary study indicated that the SQF model did not influence the overall outcomes on the selected critical thinking measures. Student preference for the SQF model may support existing evidence that learning clinicians want to be actively engaged in the supervisory process. There were several limitations to this study including the small sample size, variability in the implementation of the SQF model across supervisors, sensitivity of the selected critical thinking measures, and timing of post-intervention procedures. Further investigation of the effects of SQF on students’ critical thinking is warranted.

scholarly journals Digital Video as a Personalized Learning Assignment: A Qualitative Study of Student Authored Video using the ICSDR Model

2018 ◽  
Vol 18 (1) ◽  
pp. 11-24 ◽  
Author(s):  
Laurie O. Campbell ◽  
Thomas Cox
Keyword(s):  
Graduate Students ◽  
Qualitative Study ◽  
Digital Video ◽  
Learning Experience ◽  
Personalized Learning ◽  
Peer Collaboration ◽  
Motivation To Learn ◽  
Personal Choice ◽  
Development Framework ◽  
Video Creation

Students within this study followed the ICSDR (Identify, Conceptualize/Connect, Storyboard, Develop, Review/Reflect /Revise) development model to create digital video, as a personalized and active learning assignment. The participants, graduate students in education, indicated that following the ICSDR framework for student authored video guided their video creation process, resulting in focus for their ideas, and increasing motivation to learn more about their content.  Finally, the participants indicated that creating a digital video was an authentic and personalized learning experience that fostered personal choice and voice and peer collaboration. Evidence from the qualitative study supports students following a development framework for video creation. 

Engaging Graduate Students in Cultural Experiences Early: The Development, Implementation, and Preliminary Student Perceptions of a Community Engagement Clinical Experience

2021 ◽  
pp. 1-13
Author(s):  
Casey Taliancich-Klinger ◽  
Naomi Arcos Hernandez ◽  
Alycia Maurer
Keyword(s):  
Graduate Students ◽  
Community Engagement ◽  
Student Perceptions ◽  
Clinical Experience ◽  
Cultural Sensitivity ◽  
Culturally Responsive ◽  
The United States ◽  
Personnel Preparation ◽  
Diverse Patient Population ◽  
Language Pathology

Purpose: Speech-language pathologists and audiologists are called to serve an increasingly diverse patient population in the United States. This increased diversity highlights the need for clinicians to be educated early in their careers about best practices to serve patients and clients from diverse backgrounds. In this clinical focus article, the authors present the development, implementation, and preliminary perceptions of a culturally responsive clinical experience for speech-language pathology graduate students designed to engage them early in their learning career. Method: The pilot program was based on pillars of experiential learning and community engagement. Graduate students attended trainings aligned with a model of culturally relevant care to prepare them to conduct speech and language screenings and small group language enrichment in English and Spanish. Results: Preliminary analyses of student reflections indicated themes of positive perceptions about the experience and provided preliminary support for students learning about working with culturally and linguistically diverse populations in an early, intentional, and focused experience. Conclusions: Early personnel preparation to culturally responsive care is crucial to meet the needs of future caseloads. Further research into the effectiveness of this kind of program is necessary to identify which variables may have the most impact on a student's cultural sensitivity, awareness, knowledge, and skills.

A program to ensure adequate clinical experience in undergraduate pediatric dentistry

2000 ◽  
Vol 64 (6) ◽  
pp. 440-444
Author(s):  
PC Lekic ◽  
RJ Schroth ◽  
O Odlum ◽  
J deVries ◽  
D Singer
Keyword(s):  
Clinical Experience ◽  
Pediatric Dentistry

Enhancing Clinical Supervision Using High-Definition Real-Time Digital Recording, Annotation, and Bluetooth Technology

2019 ◽  
Vol 4 (2) ◽  
pp. 356-362
Author(s):  
Jennifer W. Means ◽  
Casey McCaffrey
Keyword(s):  
Graduate Students ◽  
Data Collection ◽  
Real Time ◽  
Clinical Supervision ◽  
Video Recording ◽  
Advanced Technology ◽  
High Definition ◽  
Recording Technology ◽  
Self Confidence ◽  
Additional Data Collection

Purpose The use of real-time recording technology for clinical instruction allows student clinicians to more easily collect data, self-reflect, and move toward independence as supervisors continue to provide continuation of supportive methods. This article discusses how the use of high-definition real-time recording, Bluetooth technology, and embedded annotation may enhance the supervisory process. It also reports results of graduate students' perception of the benefits and satisfaction with the types of technology used. Method Survey data were collected from graduate students about their use and perceived benefits of advanced technology to support supervision during their 1st clinical experience. Results Survey results indicate that students found the use of their video recordings useful for self-evaluation, data collection, and therapy preparation. The students also perceived an increase in self-confidence through the use of the Bluetooth headsets as their supervisors could provide guidance and encouragement without interrupting the flow of their therapy sessions by entering the room to redirect them. Conclusions The use of video recording technology can provide opportunities for students to review: videos of prospective clients they will be treating, their treatment videos for self-assessment purposes, and for additional data collection. Bluetooth technology provides immediate communication between the clinical educator and the student. Students reported that the result of that communication can improve their self-confidence, perceived performance, and subsequent shift toward independence.

Perception of Hearing Loss by Graduate Students of Speech-Language Pathology

2004 ◽  
Vol 31 (Fall) ◽  
pp. 205-214
Author(s):  
Mary Aguila-Vinson ◽  
Jennifer Lister ◽  
Theresa Hnath-Chisolm ◽  
Patricia Blake-Rahter
Keyword(s):  
Hearing Loss ◽  
Graduate Students ◽  
Speech Language Pathology ◽  
Language Pathology

Preliminary Findings on the Use of Session Questionnaires to Improve Clinician-Client Alliance With Special Consideration to Clinical Education

2015 ◽  
Vol 25 (1) ◽  
pp. 50-60
Author(s):  
Anu Subramanian
Keyword(s):  
Graduate Students ◽  
Clinical Education ◽  
Clinical Decision Making ◽  
Rating Scale ◽  
Treatment Effectiveness ◽  
Clinical Decision ◽  
Added Value ◽  
Therapeutic Outcomes ◽  
Specific Feedback ◽  
Stakeholder Perspective

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.

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