A systematic review of the collaborative clinical education model to inform speech-language pathology practice

Abstract

A shortage of clinical education placements for allied health students internationally has led to the need to explore innovative models of clinical education. The collaborative model where one clinical educator supervises two or more students completing a clinical placement concurrently is one model enabling expansion of student placements. The aims of this review were to investigate advantages and disadvantages of the collaborative model and to explore its implementation across allied health. A systematic search of the literature was conducted using three electronic databases (CINAHL, Medline, and Embase). Two independent reviewers evaluated studies for methodological quality. Seventeen studies met inclusion/exclusion criteria. Advantages and disadvantages identified were consistent across disciplines. A key advantage of the model was the opportunity afforded for peer learning, whilst a frequently reported disadvantage was reduced time for individual supervision of students. The methodological quality of many included studies was poor, impacting on interpretation of the evidence base. Insufficient data were provided on how the model was implemented across studies. There is a need for high quality research to guide implementation of this model across a wider range of allied health disciplines and to determine educational outcomes using reliable and validated measures.

Comparison of paired and single clinical placement models: a time‐use analysis

“…In the case of benefits for student learning, much has been written about the paired‐placement model (Baldry Currens and Bithell , DeClute and Ladyshewsky , O'Connor et al . , Dawes and Lambert , Briffa and Porter ). In the case of the latter, there is much still to learn (Rodger et al .…”

An Alternative to Traditional SLP Graduate Student Clinical Training: Exploring Collaborative Clinical Education Models with Faculty Clinical Supervisors

“…Having two students together lends itself to pairing and collaboration among students, which makes the learning experience more optimal [6]. Moreover, investigators have reported that offcampus clinical educators are receptive to implementation of the collaborative model and that the model has been beneficial with placement shortages [4,7].…”

“…Many graduate SLP programs, for example, are experiencing a shortage of quality clinical supervisors [4]. In an effort to provide better clinical placement experiences for graduate students, university programs and community partners have begun to explore other solutions.…”

“…Known as a shared, or split placement model, it is intended for part-time clinicians to supervise the same student [5]. One alternative that has become popular in recent years is the Collaborative Clinical Education Model [4] where clinical supervisors provide supervision to more than one graduate student at a time (i.e., two in most cases). Also known as the 2:1 clinical model, two students are supervised by the same clinical instructor.…”

A clinical educator’s experience using a virtual patient to teach communication and interpersonal skills

“…Alternative models have much to offer CEs in contemporary practice. For example, the collaborative model assigns multiple students to each educator, providing opportunities for peer-assisted learning and aiding educators balance their professional and educative duties (Briffa & Porter, 2013). Nonetheless, "much of the resistance or inability to adopt new approaches to clinical education lies with inadequate preparation and support of CEs" (McAllister, 2005, p. 145).…”