Perceptions of Mentoring SLPs and Clinical Fellows During the Clinical Fellowship

Reséndiz, María; Summers, Connie; Ruiz-Felter, Roxanna; Belasco, Elizabeth; Fox, Katherine

doi:10.1044/persp2.sig11.25

Cited by 3 publications

References 24 publications

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Identification of Gaps in Training, Research, and School-Based Practice: A Survey of School-Based Speech-Language Pathologists

Heilmann

Bertone

2021

LSHSS

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Purpose Speech-language pathologists (SLPs) encounter many challenges in the school environment. We sought to identify school-based SLPs' needs in the areas of training and research to support school-based practice. Method We collected surveys from 145 school-based SLPs practicing in Wisconsin. Respondents were asked to describe aspects of preservice training that most and least prepared them for school-based practice. Respondents next described training needs for early-career SLPs and desired topics for general professional development. Respondents then described research topics that require further study to advance school-based practice. After completing this series of open-ended questions, the respondents completed a series of preferential-ranking questions about general needs for training and research. We employed mixed methods to analyze the data, using grounded theory for the qualitative analysis. Results During preservice training, respondents most valued the applied aspects of their training. Respondents noted that early-career SLPs require significant support, particularly with the professional responsibilities of school-based practice (e.g., individualized education programs, interprofessional practice, and scheduling). When describing general professional development and research needs, the respondents placed high value on practical topics that have clear implications for school-based practice. Conclusions Understanding the perceived needs of school-based SLPs can assist in designing training supports and ensuring that the developing evidence base is relevant to SLPs practicing in the schools. This exploration-stage study established a foundation for future testing of implementation initiatives to fill gaps in school-based practice.

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Identification of Gaps in Training, Research, and School-Based Practice: A Survey of School-Based Speech-Language Pathologists

Heilmann

Bertone

2021

LSHSS

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Building a Community for Clinical Fellows in Voice and Upper Airway Disorders

Myers,

Castro,

Sund

et al. 2024

Perspect ASHA SIGs

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Purpose: The clinical fellowship (CF) in speech-language pathology may be a challenging experience as graduate students transition to clinicians. A grassroots committee of experts in voice and upper airway disorders (VUAD)—called Pathway for Advanced Voice Education and Service (PAVES)—organized community-building groups for clinical fellows. This article assesses the opportunities that PAVES offered clinical fellows specializing in VUAD to connect and build community with each other. Method: A survey about CF experiences was administered online to individuals who completed a CF in speech-language pathology, where at least 75% of their caseload included VUAD. The questions focused on a social media group and lecture series offered by PAVES that were aimed at building a community for clinical fellows. Survey respondents included individuals who participated in PAVES activities and those who did not. Results: Thirty-two respondents completed the survey: 44% of respondents participated in the Facebook group and 75% participated in the lecture series. Using a 10-point visual analog scale, respondents who participated in both groups rated greater feelings of community ( M = 5.08, SD = 1.50) than those who did not participate in the groups ( M = 3.14, SD = 2.12). Ratings for overall CF experience ( M = 8.16, SD = 1.95) were not associated with feelings of community ( r = .067, p = .716). Several other benefits from participating in the community-building groups were also reported. Conclusions: PAVES provided new opportunities for clinical fellows to connect with each other across the United States. This article presents a survey that assessed feelings of community in clinical fellows who participated in the community-building groups and those who did not. Results indicate that the groups were successful in enhancing feelings of community, and future directions are discussed to further benefit VUAD CF cohorts.

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Supervision

Miller

2020

Advances in Linguistics and Communication Studies

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This chapter addresses the cultural diversity of supervisees encountered by supervisors. This case study addresses the cultural dynamics of a clinical fellow from Saudi Arabia who is completing her clinical fellowship in the United States. Aneshia is a clinical fellow who received her Bachelor of Science degree from King Saud University in Saudi Arabia and then earned her Master's degree from an American university. As a Muslim woman such topics as dress, religion, and culture are described and addressed as it relates to Aneshia and her interaction with patients, coworkers, and caregivers. Areas such as appropriate communication distance, appropriate greetings, and physical interactions (oral motor examination, etc.) are discussed along with strategies for addressing these challenges. Areas including documentation as it relates to Arabic syntax and morphology versus standard American English are described. Strategies for working with professionals from Middle Eastern and Arabic countries are also discussed.

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Perceptions of Mentoring SLPs and Clinical Fellows During the Clinical Fellowship

Cited by 3 publications

References 24 publications

Identification of Gaps in Training, Research, and School-Based Practice: A Survey of School-Based Speech-Language Pathologists

Identification of Gaps in Training, Research, and School-Based Practice: A Survey of School-Based Speech-Language Pathologists

Building a Community for Clinical Fellows in Voice and Upper Airway Disorders

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