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Article: Clinical supervision of speech-language pathology students: Comparison of two models of feedback

TitleClinical supervision of speech-language pathology students: Comparison of two models of feedback
Authors
KeywordsClinical education
Fieldwork
Professional issues
Speech-language pathology
Student supervision
Issue Date2009
PublisherInforma UK Ltd
Citation
International Journal Of Speech-Language Pathology, 2009, v. 11 n. 3, p. 244-255 How to Cite?
AbstractClinical practicum is a critical component of the education of speech-language pathologists. Various models of clinical supervision have been proposed but there have been few systematic studies comparing models. In this study, 19 speech-language pathology students were randomly assigned to two groups, one with immediate verbal feedback in a group format and the other with delayed written feedback in an individual format. Both had the same clinical supervisor and clinical placement. Student feedback on a questionnaire indicated perceived advantages and disadvantages with both supervision methods. Both groups showed significantly better performance in treatment skills, interpersonal skills and evaluation skills in an end-block evaluation than at mid-block. However, students in the immediate verbal feedback group achieved significantly higher ratings on the clinic evaluation form than students in the delayed written feedback group. Students in the immediate verbal feedback group also scored higher on a self-rated questionnaire modified from Motivated Strategies for Learning Questionnaire MSLQ than those in the other group, both in the first and last clinical sessions. Further directions for studies of clinical supervision and clinical education are identified. © The Seech Pathology Association of Australia Limited.
Persistent Identifierhttp://hdl.handle.net/10722/60031
ISSN
2015 SCImago Journal Rankings: 0.543
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHo, DWLen_HK
dc.contributor.authorWhitehill, Ten_HK
dc.date.accessioned2010-05-31T04:02:26Z-
dc.date.available2010-05-31T04:02:26Z-
dc.date.issued2009en_HK
dc.identifier.citationInternational Journal Of Speech-Language Pathology, 2009, v. 11 n. 3, p. 244-255en_HK
dc.identifier.issn1754-9515en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60031-
dc.description.abstractClinical practicum is a critical component of the education of speech-language pathologists. Various models of clinical supervision have been proposed but there have been few systematic studies comparing models. In this study, 19 speech-language pathology students were randomly assigned to two groups, one with immediate verbal feedback in a group format and the other with delayed written feedback in an individual format. Both had the same clinical supervisor and clinical placement. Student feedback on a questionnaire indicated perceived advantages and disadvantages with both supervision methods. Both groups showed significantly better performance in treatment skills, interpersonal skills and evaluation skills in an end-block evaluation than at mid-block. However, students in the immediate verbal feedback group achieved significantly higher ratings on the clinic evaluation form than students in the delayed written feedback group. Students in the immediate verbal feedback group also scored higher on a self-rated questionnaire modified from Motivated Strategies for Learning Questionnaire MSLQ than those in the other group, both in the first and last clinical sessions. Further directions for studies of clinical supervision and clinical education are identified. © The Seech Pathology Association of Australia Limited.en_HK
dc.languageengen_HK
dc.publisherInforma UK Ltden_HK
dc.relation.ispartofInternational Journal of Speech-Language Pathologyen_HK
dc.subjectClinical educationen_HK
dc.subjectFieldworken_HK
dc.subjectProfessional issuesen_HK
dc.subjectSpeech-language pathologyen_HK
dc.subjectStudent supervisionen_HK
dc.titleClinical supervision of speech-language pathology students: Comparison of two models of feedbacken_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1754-9515 1754-9507&volume=11&issue=3&spage=244&epage=255&date=2009&atitle=Clinical+supervision+of+speech-language+pathology+students:+Comparison+of+two+models+of+feedbacken_HK
dc.identifier.emailHo, DWL: wlhoba@hkucc.hku.hken_HK
dc.identifier.emailWhitehill, T: tara@hku.hken_HK
dc.identifier.authorityHo, DWL=rp01779en_HK
dc.identifier.authorityWhitehill, T=rp00970en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/17549500902795468en_HK
dc.identifier.scopuseid_2-s2.0-77149144145en_HK
dc.identifier.hkuros157838en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77149144145&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume11en_HK
dc.identifier.issue3en_HK
dc.identifier.spage244en_HK
dc.identifier.epage255en_HK
dc.identifier.eissn1754-9515-
dc.identifier.isiWOS:000266427900007-
dc.identifier.scopusauthoridHo, DWL=35558778400en_HK
dc.identifier.scopusauthoridWhitehill, T=7004098633en_HK

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