An international study of clinical education practices in speech-language pathology

Abstract

This study identified the clinical placement and supervisory models used within 45 speech-language pathology professional preparation programs in seven English-speaking countries and the drivers influencing the adoption of these models. University personnel completed an on-line survey about the placement and supervisory models used in their programs, their opinions regarding the effectiveness of the models in developing student competency, and the factors influencing the adoption of different models. Responses from the survey were analysed through descriptive statistics and thematic analysis. "Traditional" placement models such as block and weekly placements, as well as traditional supervisory models utilizing a speech-language pathologist as supervisor in a 1:1 student-to-supervisor ratio were the most widely used in the clinical education of speech-language pathologists. "Non-traditional" models, where the overall structure of the practicum experience or the delivery of supervision within the practicum experience has been altered from the traditional models, were used with differing frequency across countries. The major influences on the adoption of non-traditional models included attitudes about the effectiveness of the models, availability of placements, standards of professional associations, and student learning outcomes, particularly in relation to exposure to clinical sub-groups. Further evidence regarding the effectiveness of both traditional and non-traditional placement and supervisory models needs to be developed. To develop this evidence, consistent terminology and a shared understanding of terminology needs to be established.

Assessment of student competency in a simulated speech-language pathology clinical placement

“…Early clinical placements commonly include four to six students with one clinical educator in a collaborative or group supervision model (Sheepway et al, 2011). In early stages of clinical programs, clinical educators are focussed on students' development of foundation clinical skills through providing, for example, opportunities for observation, self-evaluation and feedback (Linquist, Engardt, & Richardson, 2004;McAllister, 2005).…”

“…For many students, however, the gap between classroom and clinic appears wide and challenging due to difficulty in adapting to alternative demands of the learning environment and inability to attend to the multiplicity of factors implicit in SPA, 2011). Irrespective of the country context, achievement of expected graduate skills is obtained through a range of different placement models, with traditional models (1:1 student-to-supervising speech-language pathologist in a block or weekly placement) most prevalent (Sheepway, Lincoln, & Togher, 2011).…”

An Investigation of the Standardised Patient Interview Rating Scale (SPIRS) for the Assessment of Speech Pathology Students in a Simulation Clinic

“…Clinical education programs for students in the health sciences increasingly include standardised patient experiences in addition to traditional placement opportunities, where students are typically supervised by a clinical educator in a workplace environment (Sheepway, Lincoln, and Togher 2011). The use of standardised patients (SPs) has been reported in studies investigating a variety of clinical learning situations and with a variety of participants, for example, assessing medical students in Objective Structured Clinical Examinations (OSCEs) (Hodges et al 1998, Silverman et al 2011, with undergraduate Students (or any 'examinee') participating in clinical tasks, such as those described above, require appropriate formative assessment and feedback to facilitate learning, and summative assessment to evaluate learning outcomes (Hattie andTimperley 2007, Norcini andBurch 2007).…”

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

“…In speech-language pathology this has been accomplished through the use of professionally accepted clinical placement and supervision models (Sheepway, Lincoln, & Togher, 2011), herein collectively called clinical education models. Individual supervised training, conducted within block clinical placements in the workforce is the traditional clinical education model (McAllister & Lincoln, 2004), and is necessary for the development of clinical skills required for graduate entry into the profession.…”