Clinical instruction is a vital component of the education of audiology and speech-language pathology students. Through high-quality and dynamic readings, multimedia offerings and reflective activities, participants will gain a richer understanding of the role of clinical education in graduate programs, with specific emphasis on the role of quality clinical instruction and clinical instructor/student relationships.
Module 1: The Importance of Clinical Education
This module will provide you with an understanding of the importance of clinical education in speech-language pathology and audiology graduate programs. You will review the current landscape and consider national initiatives related to the clinical education process, in particular, the recognition of clinical education as a distinct subset of knowledge and skills deserving of targeted professional training. You will explore current national standards, practice documents and guidelines related to clinical education. In addition, you will be introduced to several technology tools that we will use in this course to bring participants together in a learning community despite this course’s self-paced format. You will begin using the Participant Workbook that accompanies this course to help you reflect on what you have learned, identify areas for improvement, and strategize ways to take action. Lastly, you will take a short quiz to check your learning.
Learning Objectives
- Describe the current landscape of clinical education
- Articulate the actions needed to improve the clinical education process
- Describe the standards/expectations associated with clinical education in graduate programs
Disclosures
Mark DeRuiter
Financial
Received compensation from CAPCSD as an independent contractor. Receives a salary as a faculty member
Non-Financial
Serves as a member of the CAPCSD board.
Judith Brasseur
Financial
Received compensation from CAPCSD
as an independent contractor.
Non-Financial
None.
Elizabeth McCrea
Financial
Received compensation from CAPCSD as an independent contractor.
Non-Financial
None.
CEU Credit
ASHA
Module 2: Roles and Responsibilities in the Clinical Education Process
In this module, you will be introduced to the stakeholders and their roles in the clinical education process. You will consider ways in which the “web of supervision” applies to your experiences in clinical education. You will also begin to explore ways to adjust methods and expectations based on the needs of the stakeholders. On a practical level, you will be introduced to several concrete assessment tools that may help you nurture and define your relationship with your supervises. You will continue to reflect on and document your learning in your Participant Workbook and check your understanding of key points from this module in a short quiz.
Learning Objectives
- Describe the various roles and responsibilities of the stakeholders in clinical education
- Explain the stages of learning in the acquisition of skills for adults
- Utilize self-assessment tools to support transparency in expectations in the supervisor-supervisee relationship
Disclosures
Mark DeRuiter
Financial
Received compensation from CAPCSD as an independent contractor. Receives a salary as a faculty member
Non-Financial
Serves as a member of the CAPCSD board.
Judith Brasseur
Financial
Received compensation from CAPCSD
as an independent contractor.
Non-Financial
None.
Elizabeth McCrea
Financial
Received compensation from CAPCSD as an independent contractor.
Non-Financial
None.
CEU Credit
ASHA
Module 3: Knowledge and Skills for Effective Clinical Education
In this module, you will focus on the specific knowledge and skills needed to be an effective clinical instructor. These will include skills like the ability to assess a student’s knowledge and evaluate their performance, and the harder-to-measure skills that define how we relate personally to others and the world around us. You will also take some time to consider the role of ethics and cultural competency in your supervisory role. This module’s activities will put your skills to the test as you engage in highly practical skill analysis and application.
Learning Objectives
- Describe the specific knowledge and skills needed for effective clinical instruction
- Explain how the code of ethics shapes one’s supervisory actions
- Consider how a clinical instructor’s own cultural experience and biases might affect their work with supervisees
Disclosures
Mark DeRuiter
Financial
Received compensation from CAPCSD as an independent contractor. Receives a salary as a faculty member
Non-Financial
Serves as a member of the CAPCSD board.
Judith Brasseur
Financial
Received compensation from CAPCSD
as an independent contractor.
Non-Financial
None.
Elizabeth McCrea
Financial
Received compensation from CAPCSD as an independent contractor.
Non-Financial
None.
CEU Credit
ASHA
Module 4: Methods of Clinical Education
This module describes some of the most relevant and heavily utilized models of supervision. These methods of supervision range from highly controlled, directive supervision to much less hands-on methods. Special attention is paid to Anderson’s Continuum Model of Supervision. You will have the opportunity to reflect on your own supervision methods in the activities and continue to use your Participant Workbook to record your thoughts and focus your professional growth.
Learning Objectives
- Compare a variety of clinical education methods
- Explain how Anderson’s Continuum can be used to visualize a student’s growth
- Understand that the most effective clinical education method will be dictated by the particular situation and circumstances
Disclosures
Mark DeRuiter
Financial
Received compensation from CAPCSD as an independent contractor. Receives a salary as a faculty member
Non-Financial
Serves as a member of the CAPCSD board.
Judith Brasseur
Financial
Received compensation from CAPCSD
as an independent contractor.
Non-Financial
None.
Elizabeth McCrea
Financial
Received compensation from CAPCSD as an independent contractor.
Non-Financial
None.
CEU Credit
ASHA
Module 5: Evidence-Based Principles in Clinical Education
Just as we strive to apply evidence-based practices in our clinical work, we can strive to apply evidence-based approaches and tools in our clinical teaching activities. There is a wealth of research literature on clinical education across health professions in fields such as nursing, medicine, athletic training, physical therapy, and many others. Studies from these disciplines have clear relevance to clinical education in Audiology and Speech-Language Pathology. Many of these studies demonstrate that certain approaches and tools are likely to yield better student learning outcomes. This module will cover the nature of this research and the common areas of study across health professions education. Many of these research findings will be immediately applicable to your clinical teaching practices.
Learning Objectives
- Explain how the research base enhances and supports clinical education
- Identify common themes and challenges in clinical education across disciplines
- Apply this research to your clinical education practices
Disclosures
Mark DeRuiter
Financial
Received compensation from CAPCSD as an independent contractor. Receives a salary as a faculty member
Non-Financial
Serves as a member of the CAPCSD board.
Judith Brasseur
Financial
Received compensation from CAPCSD
as an independent contractor.
Non-Financial
None.
Elizabeth McCrea
Financial
Received compensation from CAPCSD as an independent contractor.
Non-Financial
None.
CEU Credit
ASHA