A systematic review of evidence relating to the use of telesupervision for speech-language pathology students on clinical placements.

Abstract

The use of telepractice in delivering speech-language pathology services is increasing and speech-language pathologists are providing supervision to students on clinical placements through telesupervision. The review examined literature on telesupervision for speech-language pathology students on a clinical placement. To systematically review the literature on how, when, and why telesupervision is used by speech-language pathologists supervising students; and the views and experiences of students, practice educators, and clients on telesupervision. A systematic review was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines through searches in six databases (CINAHL, EMBASE, MEDLINE, PsycINFO, Web of Science and Educational Resources Information Center). Quality of the studies was examined using the Quality Assessment Tool for Studies with Diverse Designs. In total, the eight studies included in the review described the use of telesupervision with speech-language pathology students. The studies revealed that telesupervision is considered an effective supervision model for speech-language pathology students, as an adjunct to in-person supervision. Multiple aspects of telesupervision in the studies related to workplace settings, access to and training of technology, type of caseload, practice educator attributes, and the student-educator supervisory relationship. Speech-language pathology educators and students consider telesupervision to be a useful and effective model of supervision, when used as an adjunct to in-person supervision. Although there is limited research to date examining the use of telesupervision in speech-language pathology, the findings of this review can be used to guide support of educators and students as well as inform future research in this area. What is already known on this subject Telesupervision in speech-language pathology allows for an extension of clinical placement opportunities into a wider variety of locations including rural and remote settings and where a practice educator might not be available in person. Telesupervision can reduce costs and travel time and increase the time in the day available for supervision. What this study adds to existing knowledge Considering the potential for telesupervision to expand placement opportunities, this review provides important insights into educator and student views on its implementation and outcomes. All studies in this review occurred prior to COVID-19 restrictions on placements and so provide a context for any developments since and inform future research on telesupervision. What are the clinical implications of this work? While there is some evidence that practice educators and students alike consider that telesupervision can be effective, no studies were found to report on telesupervision as a standalone supervision method. Review findings could be used by speech-language pathology student placement co-ordinators and practice educators in (a) deciding if telesupervision holds potential for the specific work setting and clinical caseload, (b) determining if they have suitable technology and support in the use of the technology, and (c) identifying ways to support the educator-student relationship when using telesupervision.