Clinical Teaching and Mentoring: Vital in the Development of Competent Therapists

Abstract

The needs of under-graduate students and newly qualified speech and language therapists (SLTs) are discussed. The results of a small-scale survey of final year SLT students and one of newly qualified therapists are presented. Similarities between clinical teaching of under-graduates and mentoring of newly qualified therapists are identified. The paper calls for a combined training course for experienced SLTs to acquire the core knowledge and skills required to carry out either or both roles effectively.

Perceptions of the Clinical Competence of New Speech-Language Pathology Graduates in New Zealand: A Research Note

“…The profession in New Zealand is also experiencing the emergence of many specialist areas and expansion of service delivery into new fields. Thus, the onus is upon training programmes to be diligent in remaining up-to-date with Professional development, particularly reflective practice, has been previously described as a critical role of clinical educators and a lifelong skill to promote selfdirected learning in a changing work environment [3,7]. The present study also found professional development to be a key part of the solution to most issues.…”

“…Overall perception of preparedness for the workplace far exceeded those in other studies [2,3]. Dysphagia was recognized as a significant strength in the teaching programme, which may have been reflected in claimed greater independence levels of graduates in acute versus rehabilitation settings.…”

“…There have been a handful of studies exploring the issue of graduate competence in a range of workplaces [1][2][3]. For example, Anderson [3] found SLP graduates felt that they had a lack of experience in research, a need for continued education, and lack of ability in caseload management.…”

“…For example, Anderson [3] found SLP graduates felt that they had a lack of experience in research, a need for continued education, and lack of ability in caseload management. The same study found that less than half of the final-year students surveyed (n=29) felt they had sufficient knowledge for practice but over half felt they were competent for practice (i.e., possessed the basic skills).…”

“…The same study found that less than half of the final-year students surveyed (n=29) felt they had sufficient knowledge for practice but over half felt they were competent for practice (i.e., possessed the basic skills). Quality of supervision of new graduates and protected client non-contact time were highlighted as two major factors in determining graduates' self-perceived levels of competence [3]. In a study of allied health graduates in Australia, Adamson et al [2] found generic undergraduate training weaknesses around the issues of workplace management, knowledge of the health industry, coping in the workplace, and communication skills.…”