Supervising The Contemporary Audiology Student: Bridging the Gap

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Supervising The Contemporary Audiology Student
Bridging the Gap

• ASHA 2006
• Rose M. White, Au.D., CCC-A
• Jason L. Box, Au.D., CCC-A
• Laura Jacobs, AuD, CCC-A

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The Gaps

• Masters to Doctoral programs
• Longer clinical practicum resulting in more
  clinical preceptor needs
• Focus on skills assessment, not hours
• CFY to 4th Year Externship

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Old and New Standards Overview

• Old 1993
• Patient contact hours
• 350 hours divided into specific areas
• 2 years incorporating didactic courses and 3
  distinct practicum sites
• CFY after degree completed and then licensed

• New 2007
• Productive time On the clock
• Competency based KASA
• 4 years 3 years of didactic and clinical
  rotations then 1 year clinical externship
• No CFY Degree after 4th year externship and then
  licensed

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Academic coursework

• Academic Experiences
• Coursework
• Basic audiometry
• Hearing science
• Language development
• Educational audiology
• Amplification I and II
• Industrial audiology
• CAPD
• Research methods

• Practice management/professional issues
• OAEs
• Pediatric audiology
• Eletrophysiology
• Vestibular disorders
• Medical audiology
• Instrumentation/calibration
• Aural rehabilitaton II

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Student Clinical Experiences

• Clinical Experiences
• Adults and pediatrics
• Individual and group AR
• Variety of amplification devices
• Comprehensive diagnostic evaluations
• Detailed technical reports
• School and industrial hearing screenings

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Clinical Experience

• University clinic - 8 semesters
• Offsite placement 4 to 6 sites
• Externship 12 months

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Didactic instruction
4th Year Externship
University Clinic
Offsite Placement
1st Year
2nd Year
3rd Year
4th Year
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Comparison of Levels 1-3
1st Year
2nd Year
3rd 4th Year
1st Year
2nd Year
3rd 4th Year
Student not expected to obtain these competencies
until 3rd level, following completion of
corresponding didactic courses.
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Bridging the Gap between University and Clinical
Rotation

• Initial packet of information
• Necessary forms, agreements
• Training in effective supervision
• Still in process
• Site visits
• Communication.
• Support (conflict resolution)

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ASHA Guidelines for Supervisors

• 1. establishing and maintaining an effective
  working relationship with the supervisee
• 2. assisting the supervisee in developing
  clinical goals and objectives
• 3. assisting the supervisee in developing and
  refining assessment skills
• 4. assisting the supervisee in developing and
  refining clinical management skills
• 5. demonstrating for and participating with the
  supervisee in the clinical process
• 6. assisting the supervisee in observing and
  analyzing assessment and treatment sessions

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• 7. assisting the supervisee in the development
  and maintenance of clinical and supervisory
  records
• 8. interacting with the supervisee in planning,
  executing, and analyzing supervisory conferences
• 9. assisting the supervisee in evaluation of
  clinical performance
• 10. assisting the supervisee in developing skills
  of verbal reporting, writing, and editing
• 11. sharing information regarding ethical, legal,
  regulatory, and reimbursement aspects of
  professional practice
• 12. modeling and facilitating professional
  conduct and
• 13. demonstrating research skills in the clinical
  or supervisory processes.

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Emotions
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Support of 4th Year Students

• Still students, but not interacting with the
  University on a regular basis
• Communication
• Monthly chats on website with students
• Discussions, case presentations, connection
• Site visits if possible

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Types of Evaluation

• Immediate Feedback
• Informal or written
• Intermittent Feedback
• Informal or written
• Formal Evaluation
• Written evaluation, usually tied to a grade

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Feedback

• Provides expectations and information to the
  student regarding specific clinical skills
• Can be immediate or intermittent
• If done well, can enhance quality of student
  experience

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Formal Evaluation

• Cumulative
• Midterm
• Final
• Should be based on feedback given to student
• Goal setting and evaluation

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Needs specific direction and/or demonstration
from supervisor to perform effectively. 3
Needs general direction from supervisor to
perform effectively. 4
Supervisor Grading Instructions
Specific directions from supervisor generally
does not alter unsatisfactory performance
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Demonstrates independence by taking initiative
makes changes when appropriate and is
effective. 5
Specific directions
from supervisor

does not alter
unsatisfactory

performance 1
Grading Formula
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End Result

• Good experience for students
• Good experience for supervisors
• Better clinicians for tomorrow

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• Frequently asked questionsabout the 2007/2012
  standards in audiology. (2004).
• http//www.asha.org/about/membership-certificatio
  n/2007_Aud_FAQ.htm. Retrieved 3/22/06.

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Grading
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Tough Questions
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Challenges
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• Insert movie about supervising from the wings

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• Rose White, AuD, CCC-A
• RoseWhite_at_missouristate.edu
• Jason Box, AuD, CCC-A
• JasonBox_at_missouristate.edu
• Laura Jacobs, AuD, CCC-A
• Laura.Jacobs_at_va.gov