Abstract
Given the status of clinical practice and the heavy reliance on technology due to COVID-19, it is important to investigate clinical supervision practices. The purpose of this study was to determine whether immediate feedback using technology was beneficial for a university clinical setting specifically where current supervision of students is undertaken via a virtual platform. The chat function via the Zoom teletherapy platform was used to deliver immediate written feedback to SLP graduate clinicians. Utilizing technology allowed supervisors to provide immediate, in-session written feedback to SLP graduate clinicians. The objective was to investigate the perceptions of immediate feedback for the SLP graduate clinicians and their supervisors. The objective was met through the utilization of surveys at the end of the study which indicated a preference for immediate feedback for both the supervisors and the SLP graduate clinicians. Having the ability to use technology helped supervisors support the SLP graduate clinicians discretely, especially given the nature of remote supervision. Immediate written feedback utilizing technology should be considered as a means of supporting the SLP graduate clinicians in developing their clinical skills.
Highlights
Cover Page Footnote Darya Hinman would like to acknowledge Dr Mahchid Namazi and Dr Sarah Patten for their mentorship throughout the Speech-Language Pathology Doctorate (SLPD) program at Kean University
Hinman et al.: Perceptions of Immediate Written Feedback. It is crucial for the speech-language pathology (SLP) graduate clinician to gain knowledge, independence, as well as experience to promote the development of skills necessary to become a competent clinician
A clinical supervisor serves as a mentor and educator within a clinical placement; the feedback the clinical supervisor provides to the SLP graduate clinician is pivotal
Summary
A clinical supervisor serves as a mentor and educator within a clinical placement; the feedback the clinical supervisor provides to the SLP graduate clinician is pivotal. The American Speech-Language-Hearing Association (ASHA) mandated for supervisors of SLP graduate clinicians to hold their certificate of clinical competence from ASHA, without any other qualification or training in supervision. ASHA requires at least two hours of professional development or continuing education in supervision. While it is an appropriate requirement and facilitates a better preparation for clinical supervision, other modifications should be considered. Guidelines providing suggested goals, interactions, and perhaps feedback methods that are supported by evidence-based practice may influence the preparation of clinical supervisors and improve the learning experience of the graduate clinicians
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