FAQ'S FOR CLINICIANS
Apart from giving back to the profession, clinicians may find they learn about best practice and the latest trends in speech-language pathology as a result of supervising a student. It encourages clinicians to reflect on their practice and ensures ongoing learning. Clinicians can check with their regulator (e.g. ACSLPA) to learn how supervising a student can contribute to a Continuing Competence Program. Additionally, a clinical appointment is offered to individuals who are not directly employed by the University of Alberta but have been dedicated to student placements (i.e. supervised a student every year). A clinical appointment entitles the individual to benefits such as a professional title, course discounts, and official letter of record. Further, students may nominate their clinical educators (CEs) for a Clinical Educator Award, given annually to recognize excellence in clinical supervision. The award will be presented at an annual Faculty of Rehabilitation Medicine celebration event.
Clinicians who wish to supervise an SLP student can contact the clinical education team in the Department of Communication Sciences and Disorders via email at csdclined@ualberta.ca. The team will work with clinicians to start the process and assist in navigating resources and supports to start taking students. Clinicians can also review CSD supervision resources available on the website for further information. The University also offers online and in-person Information Sessions and workshops, and a Free online UA Clinical Educator Micro Course, to help prepare clinicians wanting to supervise students and for CEs wanting updates and refreshers.
A read through of the Clinical Education Handbook is the place to start. This handbook is provided when acceptance of a student is confirmed. It will outline some of the policies and requirements of the program with respect to clinical education along with suggestions for structuring a placement, mentoring a student, and evaluation. The Clinical Education Website also has a wealth of information. Helpful documents to review include the National Placement Assessment Tool (Canadian Assessment of Clinical Competence-ACC), ACC Rating Scale, ACC- SLP Milestones, and the SLP National Competency Profile. Shortly after a placement is confirmed, the student will contact you to introduce themselves prior to placement starting. This will help with beginning to individualize the placement and start the student-clinician relationship.
Typically, the first day includes site and service orientation, a tentative overview of how the placement will unfold (e.g. transfer of caseload or work), key dates (e.g. midterm and final evaluations), how and when you will provide feedback, when you will meet or debrief sessions watched and led (e.g. weekly meetings, daily check-ins), and early introductions to staff, teams, and clients. Within days 2-5, it is important to take some time with the student to review their clinical learning plan from previous experiences and further develop the plan to outline specific areas to focus on in your setting and context.
It is essential in the first week to set up the learning environment so that you can begin to see the student’s clinical reasoning skills. The student may be watching you lead the first couple of days but ensure to have them writing clinical notes during that time and have debrief time so that you can ask key questions and hear the student’s reflection on what they observed. This will begin to give you a sense of reasoning and the student’s level of learning. Ensure to engage the student in direct client care in the first week, even if it is only introductions, interviewing, a portion of assessment or treatment, etc.
Yes, provided they are actively engaged in the clinical process and you debrief with the student after. This does not mean they need to directly engage with clients but they need to be contributing to client care while present by: taking data, taking notes on client performance and preferences, taking notes on the other professional’s communication with the client, how rapport is being built, thinking of strategies or information that could be shared with other professionals or family members, what next steps might be for the client, what they would keep, change, or quit doing if they were in the lead, etc. This keeps the student in a consultative mode. If they are engaged as such and debrief with you, then they can count the time watching the session and the time spent debriefing on the session and/or clients. They cannot count time debriefing on their own skills or performance.
The client need not be present to count clinical clock hours but the discussion or context must be about clients in the service or program. Therefore, they can count team meetings on client’s, family meetings, observations + debrief as described above, debriefing on clients with you for sessions they led, education sessions, etc. They can also count some time developing materials and presentations for prevention and identification activities and delivering or participating in prevention and identification activities. They cannot count time debriefing on their own skills, documentation, planning, preparation, business or administrative meetings or work, and pure observation where they are not engaged in the clinical process and there is no debrief. The ACSLPA hours form provides further information and please contact us at csdclined@ualberta.ca if you have any questions.
Students should be attending placement in professional attire that is appropriate to your setting and context. Students are familiar with the Corbett Clinic Dress Code prior to attending placements. If a student is not in expected attire, ask them to review and follow the Corbett Clinic dress code and any local dress code requirements. Send the student home to change if needed. If after one discussion, there is no change contact us at the University (csdclined@ualberta.ca).
If a student is sick, they are required to email the university at csdclined@ualberta.ca and the CE in the same email as soon as they are physically able to do so. They should then also follow site policies and notification procedures (e.g. text or call you). They need to reply to the initial email thread upon their return indicating total days missed. Sometimes, even when very valid, the time missed in placement is in excess to a point where client care, student evaluation, student learning and experience are impacted and the placement may need to be completed in a different way, at a different time, or at a different site. We would work with the student and the site in this instance. Please contact the university (csdclined@ualberta.ca) if you have questions or concerns about student wellness or sick time.
Students are expected to attend all work hours for the duration of the placement. Students need to obtain approval from the University first for any absence requests before approaching the clinical educator for time off. Students are expected to organize medical appointments outside of placement hours when possible. If the University approves time off the student will inform you of the dates and work with you to ensure they catch up on what was missed. If a student asks you directly for time off please contact us at the University (csdclined@ualberta.ca).
The CSD sequence of study outlines courses, content and timelines. The CSD Clinical Education Sequence provides a quick glance of their clinical and placement journey. CSD students will have completed all academic coursework prior to starting externship placements. They are able to work with any population, any clinical or diagnostic area, and in any setting. Clinically, students have also completed an Introduction to Clinical Practice course (CSD 530) and 2 part time introductory clinical experience courses (CSD 524 & 525) prior to externships. The students also have a Clinical Learning Plan which highlights personal clinical growth and goal areas identified from previous clinical experiences.
Please refer them back to their course content. CEs can refer students back to their instructors, have them research clinical areas, and provide students with specific readings or resources to complete. It is reasonable to set out learning expectations for the specific placement and that they will need to lead and enhance their learning in certain areas.
We all have different learning styles. It may help to find the best method for the student to learn the techniques or information. Clearly outline placement expectations. For example: "I am going to demonstrate this technique today; I expect you to practice it at home (role play/practice with family or friends), and the next time you use it in placement, I will expect that you are able to do it with minimal guidance and input from me." If they are still unable to demonstrate competencies or skills after adjustments to teaching and providing clarity, inform the student and contact the university (csdclined@ualberta.ca). Increments, even small, in performance are expected with every attempt, particularly after CE feedback.
On many occasions, personality clashes have to do with communication. Sit down with the student and find out why communication is breaking down and how to resolve it. It may involve learning/communication styles, or the student may be dealing with issues outside the placement. The student will be expected to adapt to different teaching and learning styles, but it may be more beneficial for both parties to find a middle ground. It is also beneficial to keep the focus on the expectations of the placement and competencies to be developed for entry into practice. Remind and encourage the student to focus on the client and the goals of the placement and to move forward. If you are unable to resolve the problem, please do not hesitate to contact the university (csdclined@ualberta.ca). Competencies focused on communication and collaboration from the National Placement Assessment Tool (Canadian Assessment of Clinical Competence-ACC) and the ACC-SLP Milestones can support identifying expected behaviourrs.
Professional behaviour is at the core of the profession. Provide direct feedback to the student on any unprofessional behaviour you observe and set clear expectations for the placement. Competencies from the National Placement Assessment Tool (Canadian Assessment of Clinical Competence-ACC) and the ACC- SLP Milestones can be used as supports for identifying expected behaviours. The Corbett Clinic: Behaviours of Professionalism is another resource that students can be reminded to review. Ensure students understand that, should their behaviour not improve dramatically, the placement could be at risk. In this case, we recommend reaching out to the university (csdclined@ualberta.ca).
Consider recommending a grade of CR+ (credit with exceptional performance). The student's transcript will read as Credit (CR), but this will let the student know that they have performed well above the standard expected of them. You may also consider nominating the student for the Student Clinician Award. The nomination form is sent to CEs via email at the end of placement, or please contact csdclined@ualberta.ca for more information.
This award recognizes and celebrates outstanding achievement in clinical placements. Adjudication of the award will be conducted by the Collaborative for Scholarship in Clinical Education (CSCE) committee. Each award recipient will receive a certificate of accomplishment and a monetary prize. The award will be presented at each department's convocation ceremony.
The CE gives the student written and verbal feedback on a regular basis throughout the placement. The CE should observe the student implementing feedback and trying CE suggestions. It is recommended that this ongoing feedback is given daily or at minimum weekly. Summative evaluations are completed at midpoint and at final using the National Placement Assessment Tool (Canadian Assessment of Clinical Competence-ACC). The ACC Rating Scale and ACC- SLP Milestones are complementary components of the evaluation tool. There is a Presentation: Introduction to the ACC available for download to assist with evaluation. The Clinical Externship Handbook received at confirmation can also provide further evaluation information and support. Should you still need assistance, please contact us (csdclined@ualberta.ca).
The CE provides a representative profile of the student’s performance, progression, and competency demonstration while in the placement. The CE rates the competencies on the evaluation form, offers subjective and constructive comments, and provides a grade recommendation (e.g. credit, credit with reservation, no credit). The university instructor for the placement course determines the final grade. It is rare for the instructor to deviate from the CE grade recommendation, but it can happen.
It is also important to understand that the program determines whether a student is at entry to practice after the final placement, taking into account the student’s performance over the entire program. The final placement CE determines entry to practice for that specific placement experience, but the department makes the overall judgment by factoring in all placements and academics.
Please note that when a student fails a placement, it can be difficult for everyone involved. We work with students directly and CEs through this situation. In many cases, it may be in the student's best interest to have the opportunity to repeat the course and try again.