Use of iPad Video-Review Feedback in the Supervision of SLP Student Clinicians Clinical supervisors in speech-language pathology graduate programs are faced with the challenges of adapting to the learning styles of the current generation of student clinicians, and the necessity for increased efficiency and effectiveness of instruction with decreasing amounts of supervision time. Traditional methods of providing clinical feedback have been written ... Article
Article  |   October 01, 2014
Use of iPad Video-Review Feedback in the Supervision of SLP Student Clinicians
Author Affiliations & Notes
  • Shauna L. H. Smith
    Department of Communication Sciences and Disorders, Idaho State University, Meridian, ID
  • Amy E. Hardy
    Department of Communication Sciences and Disorders, Idaho State University, Meridian, ID
  • Financial Disclosure: Shauna L. H. Smith is a clinical assistant professor and clinic coordinator at Idaho State University. Amy E. Hardy is a clinical professor at Idaho State University.
    Financial Disclosure: Shauna L. H. Smith is a clinical assistant professor and clinic coordinator at Idaho State University. Amy E. Hardy is a clinical professor at Idaho State University.×
  • Nonfinancial Disclosure: Shauna L. H. Smith has no nonfinancial interests related to the content of this article. Amy E. Hardy has no nonfinancial interests related to the content of this article.
    Nonfinancial Disclosure: Shauna L. H. Smith has no nonfinancial interests related to the content of this article. Amy E. Hardy has no nonfinancial interests related to the content of this article.×
Article Information
Professional Issues & Training / Articles
Article   |   October 01, 2014
Use of iPad Video-Review Feedback in the Supervision of SLP Student Clinicians
SIG 11 Perspectives on Administration and Supervision, October 2014, Vol. 24, 62-70. doi:10.1044/aas24.2.62
SIG 11 Perspectives on Administration and Supervision, October 2014, Vol. 24, 62-70. doi:10.1044/aas24.2.62

Clinical supervisors in speech-language pathology graduate programs are faced with the challenges of adapting to the learning styles of the current generation of student clinicians, and the necessity for increased efficiency and effectiveness of instruction with decreasing amounts of supervision time. Traditional methods of providing clinical feedback have been written and verbal; however, technological advances now allow for nearly effortless implementation of video-review feedback, which targets the current learning styles of student clinicians. This survey study examined student clinicians' and clinical supervisors' responses to the use of video-review feedback using iPads, in addition to traditional feedback methods, to determine efficacy of this instructional modality. Eighteen first year graduate clinicians and six clinical supervisors participated in this study, which was conducted over a six week period. iPads were used to record a minimum of twelve brief portions of sessions during this period and then these recordings were reviewed and discussed in collaboration between the student and supervisor. Results of survey responses following the six week period indicated that student clinicians and supervisors preferred the use of video-review feedback in additional to traditional methods, and students were in agreement that this feedback was beneficial to their clinical learning.

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