Clinical supervisor training: using critical incidents to identify learning outcomes

2019 ◽  
Vol 17 (4) ◽  
pp. 401-407
Author(s):  
Stacie Attrill ◽  
Alison Dymmott ◽  
Amanda Wray
Keyword(s):  
Learning Outcomes ◽  
Critical Incidents ◽  
Supervisor Training ◽  
Clinical Supervisor

Interprofessional clinical supervisor training

2017 ◽  
Vol 15 (1) ◽  
pp. 62-66
Author(s):  
Margaret Potter ◽  
Annette Mercer ◽  
Fiona Lake
Keyword(s):  
Supervisor Training ◽  
Clinical Supervisor

Clinical supervisor training in Australia: A review of current problems and possible solutions

2010 ◽  
Vol 45 (4) ◽  
pp. 233-242 ◽  
Author(s):  
CRAIG J. GONSALVEZ ◽  
DEREK L. MILNE
Keyword(s):  
Supervisor Training ◽  
Clinical Supervisor

scholarly journals Is Supervisor Training Effective? A Pilot Investigation of Clinical Supervisor Training Program

2017 ◽  
Vol 52 (2) ◽  
pp. 149-154 ◽  
Author(s):  
Analise O'Donovan ◽  
Bonnie Clough ◽  
Jemima Petch
Keyword(s):  
Training Program ◽  
Supervisor Training ◽  
Clinical Supervisor ◽  
Pilot Investigation

How can video recordings best contribute to clinical supervisor training?

2016 ◽  
Vol 9 ◽  
Author(s):  
Derek L. Milne
Keyword(s):  
Learning Outcomes ◽  
Training Curriculum ◽  
Significant Progress ◽  
Research Support ◽  
Supervisor Training ◽  
Clinical Supervisors ◽  
The Core ◽  
Video Recordings ◽  
Effectiveness And Efficiency ◽  
Video Material

AbstractSignificant progress has been made internationally in the training of clinical supervisors, yet much remains to be done, such as refining training through the improved use of video material. A review of currently available video recordings used in supervisor training indicates that they are generally used informally, are manifestly lacking in procedural detail, are narrowly applied, and lack an educational rationale or research support. After reviewing current options, a more precise, comprehensive and educationally informed framework is proposed, broadening the video options to 10 complementary applications. Systematic links are made between these applications, the core supervision competencies, and the related workshop content (especially training objectives and learning outcomes), culminating in an educational rationale for the use of video within a supervisor training curriculum. It is concluded that application of this framework can enhance the effectiveness and efficiency of supervisor training, helping to maintain progress.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

Critical incidents in the shaping of medical education in the U. S

JAMA ◽  
1965 ◽  
Vol 194 (7) ◽  
pp. 715-718 ◽  
Author(s):  
W. F. Norwood
Keyword(s):  
Medical Education ◽  
Critical Incidents

Finding the door: Critical incidents facilitating gang exit among indigenous men.

2016 ◽  
Vol 22 (3) ◽  
pp. 333-340 ◽  
Author(s):  
Alanaise Goodwill ◽  
F. Ishu Ishiyama
Keyword(s):  
Critical Incidents
Sign in / Sign up

Export Citation Format

Share Document