Digital Platforms and Supervisory Feedback to Graduate Student Clinicians

Abstract

Portable electronic devices are becoming more prevalent in the field of speech-language pathology, from assessment and intervention to supervision. This study examined the use of various forms of supervisory feedback provided through digital platforms on a detailed fidelity checklist to five first-year graduate student clinicians participating in a community-based practicum. Three feedback conditions were compared: (a) e-mails sent after intervention sessions, (b) text messaging during intervention sessions, and (c) no e-mails or text messaging feedback. All forms of feedback were supplemented by an e-mail graph depicting progress on the fidelity checklist. Graduate student clinicians found all forms of digital feedback to be beneficial, with specific, immediate feedback being preferred. The fidelity checklist supported the graduate student clinicians' implementation of intervention techniques as well as the supervisors' ability to provide detailed feedback. Implications for future research and suggestions for supervision of graduate student clinicians are discussed.