Title: Flipping Clinical Supervision for Speech-Language Pathology Students: Perceptions of Clinical Educators in Implementing Inquiry-Based Learning
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Oral Presentation
Nancy Barber, University of the Witwatersrand, South Africa
Background: The pedagogy employed for knowledge translation is an important consideration in clinical supervision of speech-language pathology students (SLPs) at a university in Johannesburg, South Africa. Students are required to apply what they have learnt in theoretical courses into clinical environments where their knowledge is used to assess and treat clients with specific speech and language disorders. Inherent to the process of knowledge translation are critical thinking skills (CTS). Using CTS results in the clinician being able to appropriately apply basic knowledge, as well as clinical and reflective skills in the clinical reasoning process. Clinical educators are tasked with developing students’ abilities to apply theoretical knowledge in clinical situations.
Methodology: In order to support clinical educators in using a pedagogy that may develop CTS and thus clinical reasoning, clinical educators (n=6) were interviewed regarding their perceptions of clinical education and critical thinking skills. They were then trained on implementing inquiry-based learning (IBL) to support CTS development and knowledge translation. The IBL pedagogy was selected as it may enable the “flipping” of the clinical supervision pedagogy. Clinical educators reflected on the implementation of inquiry-based learning using a weekly audio diary.
Results: This paper will report on emerging themes that are preliminary results of a larger study. Themes reflect the facilitation of IBL, modeling, reflexivity and relationship with CTS.
Conclusion: The themes observed aim to add to the knowledge base of pedagogies that underpin and facilitate “flipping” the clinical supervision pedagogy to promote CTS development in SLP students.
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