Building Teams in Speech-Language Pathology Clinical Education Competition for entry into graduate school in speech-language pathology is intense. Building teams is one way for students to put aside the competitive mindset and learn to collaborate. Building teams is a peer-supervision method of learning that forms a bridge between instructor-driven supervision and self-supervision. Teams meet weekly and include ... Article
Article  |   October 01, 2009
Building Teams in Speech-Language Pathology Clinical Education
Author Affiliations & Notes
  • Kristine V. Sbaschnig
    Wayne State University, Detroit, MI
Article Information
Speech, Voice & Prosodic Disorders / Professional Issues & Training / Articles
Article   |   October 01, 2009
Building Teams in Speech-Language Pathology Clinical Education
SIG 11 Perspectives on Administration and Supervision, October 2009, Vol. 19, 82-86. doi:10.1044/aas19.3.82
SIG 11 Perspectives on Administration and Supervision, October 2009, Vol. 19, 82-86. doi:10.1044/aas19.3.82
Abstract

Competition for entry into graduate school in speech-language pathology is intense. Building teams is one way for students to put aside the competitive mindset and learn to collaborate. Building teams is a peer-supervision method of learning that forms a bridge between instructor-driven supervision and self-supervision. Teams meet weekly and include the student clinicians, as well as the clinical educators assigned to the team. The Coordinator of Clinical Services schedules the meetings at a time that is convenient for all members of the team and sets the agenda. The team meetings include two main activities: Case Studies and the Teaching Clinic. The procedures for these activities are discussed. The benefit to students is that it teaches appropriate consultation and advocacy strategies as well as developing knowledge of the clinical process. The benefits to Coordinators of Clinical Services is that it assists them in becoming familiar with the graduate students on a personal level, in knowing the clients and their treatments, and in scheduling to meet each student's professional growth needs.

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