Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

Supervision: Supervision and Clinical Practicum in Telepractice

2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley
Keyword(s):  
North Carolina ◽  
Pilot Project ◽  
First Year ◽  
University Of North Carolina ◽  
Speech Language Pathology ◽  
Support Personnel ◽  
Clinical Practicum ◽  
Training Support ◽  
Language Pathology ◽  
The University

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.

scholarly journals Evaluation of an Ophthalmology Session for Third-Year Medical Students at the University of Colorado School of Medicine

2018 ◽  
Vol 10 (01) ◽  
pp. e23-e31
Author(s):  
Judas Kelley ◽  
Jasleen Singh
Keyword(s):  
Medical Students ◽  
Test Score ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Colorado School ◽  
Self Reflection ◽  
University Of Colorado ◽  
School Of Medicine ◽  
Post Test ◽  
The University

Background Medical school ophthalmology education continues to be marginalized, creating the challenge of teaching students how to adequately diagnose and manage common ocular diseases in a limited time. Objective This study aimed to improve the ophthalmic medical knowledge and clinical skills of third-year medical students. Methods This curriculum was provided to 76 out of 124 third-year medical students in the 2016 class at the University of Colorado-Denver School of Medicine program. It was a half-day session that incorporated lectures, problem-based cases, and clinical skills. Participating students were given a self-reflection survey on their knowledge at the beginning and end of the session. Participating students were given a pre-test and post-test 6 months later via SurveyMonkey. Another quiz was given to all students within the class. Comparisons of pre- and post-tests, pre- and post-surveys, and quiz results in the participating and nonparticipating groups were made. Results Participating students' mean pre-test score was 61.8% (n = 76) and post-test score was 72.3% (n = 47), p < 0.01, indicating a significant increase in knowledge. There was an increase in 2 points on the Likert scale of understanding in ophthalmology between surveys. Participating students received a quiz mean score of 61.2%, which was significantly higher than those in the nonparticipating group (54.3%), p < 0.05. Conclusion This session improved medical students' confidence and medical knowledge in ophthalmology.

A New Perspective in Evaluating Clinical Effectiveness The UWO Clinical Grading System

1988 ◽  
Vol 53 (3) ◽  
pp. 328-340
Author(s):  
Carla J. Johnson ◽  
Cynthia M. Shewan
Keyword(s):  
Clinical Effectiveness ◽  
Field Testing ◽  
Grading System ◽  
Evaluation Instrument ◽  
Student Speech ◽  
Clinical Practicum ◽  
Language Pathology ◽  
New Perspective ◽  
The University ◽  
Clinical Grading

To improve assessment of the performance of speech-language pathology students in clinical practicum, faculty and students in the Department of Communicative Disorders at the University of Western Ontario developed a new evaluation instrument, the UWO Clinical Grading System (UW0-CGS). This article reports on the development and field-testing of the UWO-CGS and includes estimates of the instrument's intrasupervisor and intersupervisor reliability. Results of content-related, construct-related, and criterion-related investigations are reported to support the inference that the UWO-CGS is a valid measure of the clinical effectiveness of student speech-language pathologists.

Deliberate Supervision: Practical Strategies for Success

2020 ◽  
Vol 5 (1) ◽  
pp. 206-215
Author(s):  
Kelly A. Kleinhans ◽  
Christina Brock ◽  
Lauren E. Bland ◽  
Bethany A. Berry
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Professional Practice ◽  
Clinical Education ◽  
Clinical Skills ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Practice Experience ◽  
Certification Standards ◽  
Language Pathology

Purpose Clinical supervisors play a fundamental role in enabling students to transform knowledge into clinical skills. The 2020 changes to Speech-Language Pathology Certification Standards will require speech-language pathologists who want to serve as clinical supervisors of applicants for certification to complete a minimum of 9 months of practice experience postcertification and 2 hr of professional development in the professional practice domain of supervision postcertification prior to overseeing a student in a clinical supervisor capacity. Conclusion This article describes a framework for clinical supervisors of graduate students to use based on the premise that supervision should be an intentional reflective activity. The authors describe how to plan for clinical education across practice settings, provide appropriate feedback, and use questions effectively. Supplemental Material https://doi.org/10.23641/asha.11528250

scholarly journals Using students' reflection in the university educational process - a qualitative approach

Educatia 21 ◽  
2021 ◽  
pp. 48-61
Author(s):  
Carmen Maria Țîru ◽  
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Educational Process ◽  
Self Assessment ◽  
Knowledge And Skills ◽  
Reflective Journal ◽  
Self Reflection ◽  
Qualitative Interpretation ◽  
The University

The university learning process must be self-planned, self-directed, self-initiated, and frequently individually completed. To be able to achieve these goals, the students must have certain knowledge and skills. One of these is the reflective ability, developed through different modalities and using different tools. This article presents a qualitative interpretation of the students' responses written in a reflective journal, at the end of a semester, as a tool for self-assessment and self-reflection and feedback on the educational activities in which they were involved. We present, anonymously, the dominant answers for each item grouped in reflective dimensions about the teaching and learning process. Based on these responses, we tried to identify characteristics and/or difficulties in the teaching and learning process, not only to summarize and analyze but to value and/or optimize them in the future university educational process.

Speech-Language Pathology Graduate Student Experiences of Incivility, Bullying, and Intimidation in the Clinical Practicum Setting: An Exploratory Study

2021 ◽  
pp. 1-25
Author(s):  
James M. Mancinelli ◽  
Meredith Kneavel
Keyword(s):  
Nursing Education ◽  
Graduate Students ◽  
Graduate Student ◽  
Clinical Education ◽  
Phenomenological Study ◽  
Psychological Effects ◽  
Speech Language Pathology ◽  
Clinical Practicum ◽  
Language Pathology ◽  
Education Psychology

Purpose The purpose of this phenomenological study was to describe and interpret the experiences of graduate students in communication sciences and disorders who experienced forms of incivility in the clinical practicum setting. There is precedent for identifying and handling incivility, such as bullying, harassment, and intimidation, in the nursing education, psychology education, medical education, and physical therapy literature. A literature search for incivilities such as bullying, harassment, and intimidation in graduate student education in communication sciences and disorders did not yield any systematic studies. Method Nineteen participants who were interested in participating contacted the researcher; of those, nine participants were ultimately interviewed. A thematic analysis of videotaped semistructured interviews was used to measure outcomes based on the five questions posed to the participants. The participants responded to the five questions designed to understand the lived experience of incivility for graduate students in speech-language pathology practicum settings. Conclusions This study fills a gap in the clinical education literature in speech-language pathology. It was a qualitative study using a phenomenological approach that described and interpreted speech-language pathology graduate students' experiences of bullying, harassment, and/or intimidation during clinical practicums across practice settings. Data analysis yielded five themes based on the participants' responses during the interview. The themes were communication, physical and/or psychological effects, interpersonal dynamics, clinical instruction, and lingering physical and psychological effects of the experience. The authors make recommendations to reduce the probability that incivility, bullying, and/or intimidation will occur during a student's clinical practicum experience.

Supervision: Facilitating the Transition From Classroom to Clinic: Strategies and Methods

2012 ◽  
Vol 22 (2) ◽  
pp. 55-63 ◽  
Author(s):  
Michael J. Moran ◽  
Daniel Phillips ◽  
Elissa Zylla-Jones
Keyword(s):  
Clinical Education ◽  
Smooth Transition ◽  
Clinical Faculty ◽  
Speech Language Pathology ◽  
Education Programs ◽  
Clinical Practicum ◽  
Classroom Strategies ◽  
Clinical Literature ◽  
Academic Faculty ◽  
Language Pathology

In this article, the authors describe 14 strategies that may be incorporated into clinical education programs in speech-language pathology in order to help students make a smooth transition from the classroom to on- and off-campus clinical practicum. The strategies are divided into three categories: strategies for the classroom; strategies for the clinic; and strategies to facilitate coordination among academic faculty, clinical faculty, and external preceptors. The suggestions are drawn from the authors’ experience as well as from existing clinical literature.

scholarly journals Self-Assessment Of The University Teaching Staff Functions

2012 ◽  
Vol 5 (5) ◽  
pp. 367
Author(s):  
Mariana Vilela Duarte Clemente ◽  
Isabel-Maria Ferrandiz-Vindel
Keyword(s):  
Continuing Education ◽  
University Teaching ◽  
Quality Of Education ◽  
Teaching Staff ◽  
Self Assessment ◽  
Self Reflection ◽  
The Core ◽  
Global Trend ◽  
The University

The Higher Education institutions should offer excellence teaching and qualification opportunities for the university teaching staff. La Facultad Integrada de Pernambuco (FACIPE) (the Integrated School of Pernambuco) in Brazil, following the global trend, has been involved in implementing changes to help improve the quality of education in our universities. The aim of this paper is to show how the teachers themselves, the core of this change, perceive their continuing training and how it can help in their upgrade process as a university lecturer. Thus, we use the teaching staff self-assessment as a tool to develop a FACIPE teaching staff profile and a strategy to foster self-reflection to discover and identify the "real" needs for the Comisin Propia de Evaluacin (CPA) (The Own Commission of Assessment) to be able to arrange Continuing Education seminars, courses and / or workshops.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development

2011 ◽  
Vol 12 (4) ◽  
pp. 121-127 ◽  
Author(s):  
Elizabeth Lanter ◽  
Claire Waldron
Keyword(s):  
Public Schools ◽  
Language Development ◽  
Clinical Education ◽  
Written Language ◽  
School Age Children ◽  
Leadership Roles ◽  
Clinical Experiences ◽  
School Based ◽  
Language Pathology ◽  
Written Language Development

Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radford University in Virginia. Clinicians combined academic coursework in language acquisition in school-age children and clinical experiences that target children's written language development to promote future literacy-based leadership roles and collaborative efforts among school-based speech-language pathologists (SLPs). These literacy-based experiences prepare SLPs to serve in the growing numbers of American public schools that are implementing Response to Intervention models.

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