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

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.

2017 ◽  
Vol 2 (11) ◽  
pp. 42-46 ◽  
Author(s):  
Samantha J. Procaccini ◽  
Kevin M. McNamara ◽  
Natalie M. Lenzen

The practice area of clinical supervision has recently acknowledged a demand for efficacious and accessible supervision training opportunities. As with any area of clinical practice, effective supervision requires prior training. Those who engage in supervision practices must be well-trained to adequately support the advancement of evidence-based clinicians. This article will discuss the upcoming changes in supervision training requirements and how embracing these changes will ultimately transform the fields of audiology and speech language pathology.


1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.


2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.


2020 ◽  
Vol 5 (5) ◽  
pp. 1221-1230
Author(s):  
Jane Roitsch ◽  
Kimberly A. Murphy ◽  
Anastasia M. Raymer

Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of objective EF scores and self-reported EF scores were related to clinical and academic outcomes of graduate speech-language pathology students. Conclusion As results of this preliminary study suggest that EF tests may be related to clinical and academic outcomes, future research can move to study the potential role of EF measures in the graduate admissions process in clinical graduate programs such as speech-language pathology.


2017 ◽  
Vol 2 (11) ◽  
pp. 73-78
Author(s):  
David W. Rule ◽  
Lisa N. Kelchner

Telepractice technology allows greater access to speech-language pathology services around the world. These technologies extend beyond evaluation and treatment and are shown to be used effectively in clinical supervision including graduate students and clinical fellows. In fact, a clinical fellow from the United States completed the entire supervised clinical fellowship (CF) year internationally at a rural East African hospital, meeting all requirements for state and national certification by employing telesupervision technology. Thus, telesupervision has the potential to be successfully implemented to address a range of needs including supervisory shortages, health disparities worldwide, and access to services in rural areas where speech-language pathology services are not readily available. The telesupervision experience, potential advantages, implications, and possible limitations are discussed. A brief guide for clinical fellows pursuing telesupervision is also provided.


2016 ◽  
Vol 1 (11) ◽  
pp. 3-17 ◽  
Author(s):  
Samantha J. Procaccini ◽  
Nancy J. Carlino ◽  
Denise M. Joseph

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.


2009 ◽  
Vol 19 (1) ◽  
pp. 30-35 ◽  
Author(s):  
Corey L. Herd ◽  
Tracy J. Cohn

Abstract Considerable literature on the relationship between supervisor and supervisee has emerged in the last decade. Much of this literature, however, has examined the relationship that occurs between psychologist and psychology supervisee. In the domain of speech-language pathology and audiology, there is a paucity of information and data. Thus, in response to the limited body of work in the field, the authors hope to first spark discussion around the topic of boundaries within the relationship between clinical supervisors and supervisees. One theoretical model, the “slippery slope,” is presented as a means to understand boundary crossing behavior in the clinical supervision context. The second objective of this article is to explore the working alliance or the working relationship that occurs between a supervisee and a supervisor. Given the multiple roles that a supervisor plays in the life of the supervisee, mentee, and finally colleague, it is likely that at some point, in one of these roles, that the supervisor and/or the supervisee will be faced with a difficult boundary situation. This article is proposed in response to the call from researchers and practitioners who have suggested that one response to addressing boundary violations and boundary crossings is a frank and open discussion.


2011 ◽  
Vol 14 (1) ◽  
pp. 29-35
Author(s):  
Gary J. Rentschler ◽  
Rachel M. Gasior

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.


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