Clinical Education and Supervision: Key Issues Preparation for the Clinical Educator According to the ASHA Ad Hoc Committee on Supervision's Final Report on Knowledge, Skills and Training Consideration for Individuals Serving as Supervisors [PDF] (ASHA, 2013c): A prevailing philosophy suggests that competency in clinical service delivery translates into effective clinical supervision. However, leaders in education have long argued that this is a flawed assumption and that effective supervision requires a unique set of knowledge and skills. The Ad Hoc Committee acknowledges that supervision is a distinct area of practice and, as in other distinct areas, individuals must receive training to gain competence before engaging in the activity. Education in the supervisory process should begin early, with—as a minimum—an introduction to the subject as part of the graduate curriculum and more extensive training readily available to practicing and aspiring supervisors.
Clinical Supervision in Speech-Language Pathology Ad Hoc Committee on Supervision in Speech-Language Pathology About this Document This technical report was developed by the Ad Hoc Committee on Supervision in Speech-Language Pathology of the American Speech-Language-Hearing Association (ASHA). Members of the committee were Lisa O'Connor (chair), Christine Baron, Thalia Coleman, Barbara Conrad, Wren Newman, Kathy Panther, and Janet E. Brown (ex officio). School of Communication Sciences and Disorders To assist Clinical Educators (CEs) in providing students with high quality practicum experiences we have developed a range of resources. Jump to: Obtaining Professional Associate Status with McGill University Strategies for Clinical Teaching Joanne E. Schupbach Practice Management and Professional Issues Professional Issues 6944 Editor's note: This text-based course is a written transcript of the live seminar, "Strategies for Clinical Teaching," presented by Joanne Schupbach, M.S., M.A., Manager Audiology Clinical Education, Assistant Professor, Rush University Medical Center. The course handout is available here (PDF) - it is recommended to download the course handout prior to reading the text course. In my role here at the university, my interests have focused on clinical education including clinical teaching, supervision and mentorship. Today I would like to share some information with you regarding what makes a positive learning environment and specific strategies that can be used in clinical teaching.
Issues in Ethics: Supervision of Student Clinicians About This Document Published 2017. This Issues in Ethics statement is a revision of Supervision of Student Clinicians (originally published in 2003 and revised in 2010). It has been updated to make any references to the Code of Ethics consistent with the Code of Ethics (2016). Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision Ad Hoc Committee on Supervision in Speech-Language Pathology About this Document This knowledge and skills document is an official statement of the American Speech-Language-Hearing Association (ASHA). This knowledge and skills statement was developed by the Ad Hoc Committee on Supervision.
Focusing in on Tele-supervision We use cookies to offer you a better browsing experience, analyze site traffic, personalize content, and serve targeted advertisements. If you continue to use this site, you consent to the use of cookies. Read about how we use cookies and how you can control them by visiting our Cookie Statement. Facebook Twitter Youtube Pinterest 12 Habits Of Genuine People Emotional intelligence (EQ) is critical to your performance at work. TalentSmart has tested the EQ of more than a million people and found that it explains 58% of success in all types of jobs. Suffice it to say, emotional intelligence is a powerful way to focus your energy in one direction with tremendous results.
Home - Council of Academic Programs in Communication Sciences Cultural Competence: Key Issues Roles and Responsibilities Professional competence requires that audiologists and SLPs practice in a manner that considers the impact of cultural variables as well as language exposure and acquisition on their clients/patients and their family. ASHA-certified practitioners have met rigorous academic and professional standards, including knowledge of cultural variables and how they may influence communication.
Placement Models and Approaches to Supervision - ClinEdAus Placement models and approaches to supervision in clinical education Student supervisors need to consider the range of placement options that are available when deciding to offer a clinical education placement. You need to think about your specific work context and decide what type of placement structure and approach is most appropriate. Student placements can vary in a number of ways including:
The Art and Value of Good Listening A wise old owl lived in an oak, The more he saw the less he spokeThe less he spoke the more he heard.Why can't we all be like that wise old bird? – unknown author In the first few years of life, we're all taught to speak. Evidence-Based Practice: An Opportunity for Continuing Education Providers By Robert Mullen, Director, National Center for Evidence-Based Practice in Communication Disorders, ASHA Evidence-based practice (EBP) has emerged as an important principle in the delivery of speech-language pathology and audiology services in the past decade. ASHA uses the following definition of EBP: the integration of research evidence with practitioner expertise and client preferences and values into the process of making clinical decisions. Note that although this is referred to as "evidence-based" practice, the roles of clinician expertise and client preferences and values are equally important. The notion that external research evidence somehow "trumps" all other considerations is one of the big myths surrounding EBP. In 2005, ASHA's Coordinating Committee on EBP laid out the following framework for incorporating EBP into speech-language pathology and audiology practice.
The “Parallel ‘Parallel Chart’” – LIT MED MAGAZINE Commentary by Hedy S. Wald, Ph.D., Clinical Assistant Professor of Family Medicine, Warren Alpert Medical School of Brown University, Providence, RI May, 2006. We treated our Doctoring small group to a nice home-cooked meal to celebrate the conclusion of their first year of medical school–eight students, two lucky teachers.