scholarly journals Guiding Students' Clinical Writing and Critical Thinking: Utilizing Scholarly Teaching to Develop and Implement a Clinical Writing Rubric

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Bonnie Halvorson-Bourgeois ◽  
Mary Riotte ◽  
Susan Smith ◽  
Lesley Maxwell
Keyword(s):  
Critical Thinking ◽  
Graduate Students ◽  
Formative Feedback ◽  
Teaching Approach ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Scholarly Teaching ◽  
Clinical Writing

The purpose of this paper is to describe the scholarly teaching approach used to develop, implement and refine a clinical writing rubric used to provide formative feedback to graduate students in an in-house Speech-Language Pathology graduate clinic. In addition to outlining the approach, details of the rubric and supporting documentation are provided.

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.

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

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

International Telesupervision: The Clinical Fellowship Experience

2017 ◽  
Vol 2 (11) ◽  
pp. 73-78
Author(s):  
David W. Rule ◽  
Lisa N. Kelchner
Keyword(s):  
Graduate Students ◽  
Clinical Supervision ◽  
Rural Areas ◽  
The United States ◽  
Speech Language Pathology ◽  
Access To Services ◽  
East African ◽  
The World ◽  
Language Pathology ◽  
National Certification

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.

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.

Speech-Language Clinician Personality Variables and Clinical Effectiveness

1983 ◽  
Vol 48 (2) ◽  
pp. 140-145 ◽  
Author(s):  
Susan Lake Crane ◽  
Eugene B. Cooper
Keyword(s):  
Graduate Students ◽  
Minnesota Multiphasic Personality Inventory ◽  
Profile Analysis ◽  
Clinical Effectiveness ◽  
Speech Language Pathology ◽  
Personality Variables ◽  
Language Pathology ◽  
The Relationship ◽  
Mmpi Profile ◽  
Female Graduate Student

The relationship between judged clinical effectiveness and personality variables as determined by the Minnesota Multiphasic Personality Inventory (MMPI) was studied in a population of 130 female graduate students in speech-language pathology from nine universities in six different states. An MMPI profile analysis for the total group indicated that the group was similar to other female graduate student populations and that the typical student, while being manifestly normal, might be described as being rather passive, compliant, stereotypically feminine, sensitive, anxious, highly imaginative, creative, and energetic. Although no single MMPI scale was found to differentiate between subject clinical effectiveness groups, the subjects' MMPI profiles were found to predict accurately the clinical effectiveness group to which the subjects were assigned.

scholarly journals Use of Tablet Technology: A Pilot Program for Graduate Students in Speech-Language Pathology

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Taylor N. Hansen ◽  
◽  
Abby L. Bjornsen ◽  
Shari L. DeVeney ◽  
◽  
...  
Keyword(s):  
Graduate Students ◽  
Pilot Program ◽  
Speech Language Pathology ◽  
Language Pathology

scholarly journals The Use of E-supervision to Support Speech-Language Pathology Graduate Students during Student Teaching Practica

2013 ◽  
Vol 5 (2) ◽  
pp. 21-32 ◽  
Author(s):  
Charles H. Carlin ◽  
Katie Boarman ◽  
Emily Carlin ◽  
Karissa Inselmann
Keyword(s):  
Graduate Students ◽  
Survey Data ◽  
Student Teaching ◽  
Feasibility Study ◽  
Speech Language Pathology ◽  
Face To Face ◽  
Language Pathology ◽  
Similarities And Differences ◽  
Future Practice ◽  
Adequate Supervision

In the present feasibility study, e-supervision was used to provide university liaison supervision to SLP graduate students enrolled in student teaching practica. Utilizing a mixed methodology approach, interview and survey data were compared in order to identify similarities and differences between face-to-face and e-supervision and guide future practice. Results showed e-supervised graduate students received adequate supervision, feedback, support, and communication. Further, e-supervision provided additional benefits to supervisors, children on the caseload, and universities. Despite the benefits, disadvantages emerged. Implications for future practice and limitations of the study were identified.

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