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.

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.

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.

Clinical Supervision in a Medical Setting: A Preliminary Study About the Practices and Beliefs of Expert and Novice Clinician Supervisors

2017 ◽  
Vol 2 (11) ◽  
pp. 7-16
Author(s):  
Casey Taliancich-Klinger ◽  
Solaman Cooperson
Keyword(s):  
Clinical Supervision ◽  
Clinical Teaching ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Expert And Novice ◽  
Language Pathology ◽  
Supervision Practices ◽  
Preliminary Study ◽  
Counseling Literature ◽  
Novices And Experts

This project explores perceptions of the clinical supervision practices from the perspective of expert and novice speech-language pathologists (SLPs) in a medical setting. Expert and novices may have different philosophies and beliefs about supervision that could impact a young clinician's learning (Peña & Kiran, 2008). An expert was defined as having more than five years of clinical experience in the medical setting with supervision experience of at least 10 students. Novice clinicians had worked for less than five years and had supervised a minimum of one student. An interview adapted from counseling literature (Okech & Rubel, 2009), was used to collect data on beliefs about supervision practices of two expert and two novice SLPs supervising graduate students at a hospital in Texas. Results indicated that novices were more likely to experience stress related to supervision and did not provide regular feedback to their supervisees in comparison to their expert peers. Experts were more likely to have a positive view of supervision and provide feedback more consistently. These reported differences in perceptions have implications for clinical teaching as novices and experts may have different ways of supervising potentially impacting learning for beginning speech-language pathology clinicians.

Using High-Fidelity Simulation to Facilitate Graduate Student Clinical Learning

2016 ◽  
Vol 1 (10) ◽  
pp. 4-15 ◽  
Author(s):  
Elizabeth U. Grillo ◽  
Christine M. Thomas
Keyword(s):  
Graduate Students ◽  
Interprofessional Collaboration ◽  
High Fidelity ◽  
Clinical Learning ◽  
Speech Language Pathology ◽  
Nursing Educators ◽  
Language Pathology ◽  
Free Environment ◽  
Language Screening ◽  
Enhanced Learning

Simulation experiences offer students an opportunity to practice application of knowledge and skills in a safe, risk-free environment and to reflect on the experiences for enhanced learning. An interprofessional collaboration between speech-language pathology and nursing educators facilitated a high-fidelity mannequin simulation with 27 speech-language pathology graduate students. The clinical case evolved over four scenarios requiring a speaking valve assessment, bedside swallow exam (including oral mechanism and cranial nerve exam), and cognitive-speech-language screening in a 3-hour block of time. The focus of this article is to present an introductory template for using high-fidelity mannequin simulations with speech-language pathology graduate students and to encourage use of such methods in collaboration with nursing.

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