Promoting Problem-Solving and Self-Evaluation in Clinical Education Through a Collaborative Approach to Supervision Students entering the field of speech-language pathology strive to achieve the Certificate of Clinical Competence from ASHA. To earn this endorsement, they must receive training through practical application and completion of academic coursework. With the changing accreditation standards, educational programs must demonstrate that students are being prepared to enter ... Article
Article  |   October 01, 2003
Promoting Problem-Solving and Self-Evaluation in Clinical Education Through a Collaborative Approach to Supervision
Author Affiliations & Notes
  • Mary Pat McCarthy
    Department of Communication Sciences and Disorders, Clarion University, Clarion, PA
Article Information
Professional Issues & Training / Attention, Memory & Executive Functions / Articles
Article   |   October 01, 2003
Promoting Problem-Solving and Self-Evaluation in Clinical Education Through a Collaborative Approach to Supervision
SIG 11 Perspectives on Administration and Supervision, October 2003, Vol. 13, 20-26. doi:10.1044/aas13.3.20
SIG 11 Perspectives on Administration and Supervision, October 2003, Vol. 13, 20-26. doi:10.1044/aas13.3.20
Students entering the field of speech-language pathology strive to achieve the Certificate of Clinical Competence from ASHA. To earn this endorsement, they must receive training through practical application and completion of academic coursework. With the changing accreditation standards, educational programs must demonstrate that students are being prepared to enter the workforce by increasing attention toward the development of professional levels of analysis, synthesis, and evaluation. Recently, ASHA (2002)  identified nine workplace success skills necessary for graduate students to learn in order to become professionals in the field of speech-language pathology. Among them were solving problems, recognizing perspectives, and collaborating. This article will review several approaches to clinical supervision that may serve as models for facilitating skill development in these areas, which are affected by the degree to which students can analyze, synthesize, and evaluate.
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