Student Clinicians Self-Evaluating Performance by Reviewing Session Videos and Using a Rubric Development of self-evaluation skills in student clinicians is a crucial element of clinical education. This article reviews pertinent information regarding supervisors' responsibilities related to teaching supervisees to self-evaluate. Previously identified methods of facilitating these skills are discussed. The use of video self-analyses paired with self-evaluation rubrics is explored. ... Article
Article  |   October 01, 2015
Student Clinicians Self-Evaluating Performance by Reviewing Session Videos and Using a Rubric
Author Affiliations & Notes
  • Holly C. Smith
    Communication Sciences and Disorders Program, Southeastern Louisiana University, Hammond, LA
  • Financial Disclosure: Holly C. Smith is a clinical instructor at Southeaster Louisiana University.
    Financial Disclosure: Holly C. Smith is a clinical instructor at Southeaster Louisiana University.×
  • Nonfinancial Disclosure: Holly C. Smith has no nonfinancial interests related to the content of this article.
    Nonfinancial Disclosure: Holly C. Smith has no nonfinancial interests related to the content of this article.×
Article Information
Professional Issues & Training / Attention, Memory & Executive Functions / Articles
Article   |   October 01, 2015
Student Clinicians Self-Evaluating Performance by Reviewing Session Videos and Using a Rubric
SIG 11 Perspectives on Administration and Supervision, October 2015, Vol. 25, 78-84. doi:10.1044/aas25.2.78
History: Received March 30, 2015 , Revised July 17, 2015 , Accepted July 21, 2015
SIG 11 Perspectives on Administration and Supervision, October 2015, Vol. 25, 78-84. doi:10.1044/aas25.2.78
History: Received March 30, 2015; Revised July 17, 2015; Accepted July 21, 2015

Development of self-evaluation skills in student clinicians is a crucial element of clinical education. This article reviews pertinent information regarding supervisors' responsibilities related to teaching supervisees to self-evaluate. Previously identified methods of facilitating these skills are discussed. The use of video self-analyses paired with self-evaluation rubrics is explored.

Acknowledgements
The author would like to thank Dr. Lillian Stiegler for advice, assistance with editing, and encouragement.
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