Models of pre-registration student supervision in allied health: a scoping review

Pope, Kirsty; Barclay, Linda; Dixon, Karen; Kent, Fiona

doi:10.11157/fohpe.v24i2.559

Cited by 4 publications

(1 citation statement)

References 57 publications

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“…One of the assumptions in supervision is that without guidance and assistance, teachers have no opportunity to change (Mok & Staub, 2021;Ndukwe & Daniel, 2020). Previous study stated that 75% of teachers agree that supervision can improve the quality of teacher teaching (Pope et al, 2023). The results of this research also show that 82.5% of teachers agree that teaching supervision must pay attention to teaching techniques, questioning methods, induction tools, and two-way communication between teachers and students.…”

Section: Introductionmentioning

confidence: 56%

Leadership Supervision of Teacher Performance Management in the Learning Process in Secondary Schools

Tukiyo,

Arianto,

Haryono

et al. 2024

JP2

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The principal did not carry out the task of supervising teacher teaching optimally and the supervision carried out was more bureaucratic and autocratic, emphasizing hierarchy. Another fact is that 44% of teachers do not like the supervision carried out in the classroom by both the principal and his deputy, and 5.88% of secondary school teachers do not agree with teaching observations. This is urgent to conducted research because there is a difference between theory and reality. This research aimed to analyze the effect of supervision on the teaching performance of teachers in secondary schools. Methods in quantitative research. The subjects were 33 secondary school teachers. The data collection technique uses a set of teaching and learning observation instruments that have been adapted and used by all schools to assess and manage educational programs. Analysis techniques, teacher teaching performance is measured based on Daily Learning Plans, induction tools, teaching delivery, questioning techniques, student involvement, reinforcement, student training, and assignments, checking student training and assignments, learning closure, and classroom management before and after clinical supervision. The results found in this research indicate that teachers in schools experience deficiencies in planning learning in the classroom. It was found that clinical supervision also helps teachers improve the teaching and learning process more effectively so that teaching can improve student mastery. Conclusion, Clinical supervision can be used as a guide for teachers and students in secondary schools to improve knowledge. The research implications provide a complete picture of clinical supervision in improving student preparation and knowledge.

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Section: Introductionmentioning

confidence: 56%

Leadership Supervision of Teacher Performance Management in the Learning Process in Secondary Schools

Tukiyo,

Arianto,

Haryono

et al. 2024

JP2

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A systematic review of evidence relating to the use of telesupervision for speech‐language pathology students on clinical placements

Walters,

Bryant,

Hemsley

2024

Intl J Lang & Comm Disor

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BackgroundThe use of telepractice in delivering speech‐language pathology services is increasing and speech‐language pathologists are providing supervision to students on clinical placements through telesupervision. The review examined literature on telesupervision for speech‐language pathology students on a clinical placement.AimsTo systematically review the literature on how, when, and why telesupervision is used by speech‐language pathologists supervising students; and the views and experiences of students, practice educators, and clients on telesupervision.MethodsA systematic review was conducted following Preferred Reporting Items for Systematic Reviews and Meta‐Analyses guidelines through searches in six databases (CINAHL, EMBASE, MEDLINE, PsycINFO, Web of Science and Educational Resources Information Center). Quality of the studies was examined using the Quality Assessment Tool for Studies with Diverse Designs.Main ContributionIn total, the eight studies included in the review described the use of telesupervision with speech‐language pathology students. The studies revealed that telesupervision is considered an effective supervision model for speech‐language pathology students, as an adjunct to in‐person supervision. Multiple aspects of telesupervision in the studies related to workplace settings, access to and training of technology, type of caseload, practice educator attributes, and the student–educator supervisory relationship.Conclusions and ImplicationsSpeech‐language pathology educators and students consider telesupervision to be a useful and effective model of supervision, when used as an adjunct to in‐person supervision. Although there is limited research to date examining the use of telesupervision in speech‐language pathology, the findings of this review can be used to guide support of educators and students as well as inform future research in this area.WHAT THIS PAPER ADDSWhat is already known on this subject Telesupervision in speech‐language pathology allows for an extension of clinical placement opportunities into a wider variety of locations including rural and remote settings and where a practice educator might not be available in person. Telesupervision can reduce costs and travel time and increase the time in the day available for supervision.What this study adds to existing knowledge Considering the potential for telesupervision to expand placement opportunities, this review provides important insights into educator and student views on its implementation and outcomes. All studies in this review occurred prior to COVID‐19 restrictions on placements and so provide a context for any developments since and inform future research on telesupervision.What are the clinical implications of this work? While there is some evidence that practice educators and students alike consider that telesupervision can be effective, no studies were found to report on telesupervision as a standalone supervision method. Review findings could be used by speech‐language pathology student placement co‐ordinators and practice educators in (a) deciding if telesupervision holds potential for the specific work setting and clinical caseload, (b) determining if they have suitable technology and support in the use of the technology, and (c) identifying ways to support the educator–student relationship when using telesupervision.

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Designing near-peer mentoring for work integrated learning outcomes: a systematic review

Penman,

Tai,

Evans

et al. 2024

BMC Med Educ

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Models of pre-registration student supervision in allied health: a scoping review

Cited by 4 publications

References 57 publications

Leadership Supervision of Teacher Performance Management in the Learning Process in Secondary Schools

Leadership Supervision of Teacher Performance Management in the Learning Process in Secondary Schools

A systematic review of evidence relating to the use of telesupervision for speech‐language pathology students on clinical placements

Designing near-peer mentoring for work integrated learning outcomes: a systematic review

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