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1:1
limited collaboration
individualized
most popular model

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Mind Mapping Online - Bubbl.us - Collaborative Style

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Mind map and brainstorm online with Bubbl.us! Create colorful mind maps to print or share with others. Millions of people are using Bubbl.us worldwide to generate ideas, map out processes and create presentations.

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I would have liked to learn a bit more about the outline of the apprenticeship model, the link did not work for me

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Mind Mapping Online - Bubbl.us - Clinical Educator

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Mind map and brainstorm online with Bubbl.us! Create colorful mind maps to print or share with others. Millions of people are using Bubbl.us worldwide to generate ideas, map out processes and create presentations.

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Mind Mapping Online - Bubbl.us - Traditional Model

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Mind map and brainstorm online with Bubbl.us! Create colorful mind maps to print or share with others. Millions of people are using Bubbl.us worldwide to generate ideas, map out processes and create presentations.

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Continuum Model

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1. Supervisor plays a big role

1 CE supervising 1 student

direct supervision by an on-site CE

student is largely dependent on educator to facilitate learning

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“CHIRP” Technique described in the ACSLPA article,

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“CHIRP” Technique described in the ACSLPA article,

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“CHIRP” Technique described in the ACSLPA article,

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Student and SLP have important roles in communciation
SLP can dominate decision making
Communication should be 2 way but can be 1 way

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The traditional model may benefit students early their training and at the end of their university training. In the early stages they may receive coaching, mentoring, and supervision to help develop their skills. At the end they can demonstrate how much independence they have as clinicians. It's an opportunity for them to apply to their knowledge and receive immediate feedback from their CE.

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The traditional model may benefit students early their training and at the end of their university training. In the early stages they may receive coaching, mentoring, and supervision to help develop their skills. At the end they can demonstrate how much independence they have as clinicians. It's an opportunity for them to apply to their knowledge and receive immediate feedback from their CE.

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One-to-one placement...the only type I have been a part of as the CE.

Direct supervision at first where student is largely dependent on CE.  As CE becomes more comfortable with student skill the CE and student discuss the appointments along with strengths and weaknesses.  The supervision becomes less direct.  Encourages student to critically think on their toes.  Discussion definitely becomes more two way and mentoring.  Student moves to competent and CE is there when needed but student's proficiency increases.

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Depending on the level of expertise with any client, disorder, location : supervision moves on a slider from modeling and directing to collaboration to peer to peer discussion

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This model is by far my favorite. It allows for the supervisor and student to really brainstorm ideas concerning each individual situation. This model works on not only the clinical aspect of treating speech and language disorders, but it also allows for other professionals to find a common ground of treatment.

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·       How big or small a role does the supervisor and supervisee play? Supervisor’s role is smaller, but supervisors work with groups of students from their discipline to help prepare the students to interact with/teach/supervise students from other areas during a simulation. During the simulation supervisee/students play the key role. Reflection among the group occurs after aspects of the simulation.

·       What direction does the communication take (two-way, one-way)? Communication is two-way.

·       What are the inputs and outputs from each of the people involved? Interprofessional groups are formed and given time to develop their organization and how they will interact during the simulation. There are also breakout sessions that provide instruction between group members from different disciplines.

·       Does the client/patient or clinical environment affect any of the above? The client/patient is a professional who part of the simulation and can provide perspective for the group on their interactions and process.

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*1:1 ratio
*Discipline specific AND interprofessional learning
*Service delivery and development
*Various locations
*Various lengths
*Students abilities may vary
*Comprised of direct/indirect supervision

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Mind map and brainstorm online with Bubbl.us! Create colorful mind maps to print or share with others. Millions of people are using Bubbl.us worldwide to generate ideas, map out processes and create presentations.

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Superviser and supervisee

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students can benefit from the individual f

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* 1:1 clinical educator to one student
* direct supervision by an on-site clinical educator
* most widely used model * limited opportunity for collaborative or peer learning

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Brainstorm online with Bubbl.us. Easily create colorful mind maps to print or share with others. Almost no learning curve. Millions of people are using Bubbl.us worldwide to generate ideas, map out processes and create presentations.

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Collaborative Style

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Roles: Allows for close supervision of student in beginning of process in order to determine needs, knowledge level, confidence; Allows for catering of further mentoring later in process as focus is upon one student
Communication Direction: Two way communication re: instruction for intervention/needs for student to succeed
Inputs/Outputs: Student intakes knowledge and criticism for output of improved intervention; Supervisor takes in observations regarding student needs with output of catered learning experience to promote growth
All of the variables mentioned above (client, student, supervisor, environment) would have an impact upon the experience.

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Collaborative Approach:

Premise = student's learning is on a continuum of 3 distinct stages

1. Novice - student's role may be more passive and relying on information from CE

2. Advanced - taking more responsibility, case history, standardized assessments, therapy while the focus will be collaborative with CE

3. Mentorship- rely more on self-analysis and self-reflection as they take over the caseload

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collaborative approach to clinical education

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Multiple Mentoring •	2+ clinical educators supervise one or more students•	Students benefit from mentors with diverse clinical skills, such as feeding, communication in autism, etc. •	Clinical educators must communicate with each other•	Clinical educators can alternate between patients with and without a student•	Students may feel that clinical educators provide unequal or inconsistent levels of supervision

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Multiple Mentoring •	2+ clinical educators supervise one or more students•	Students benefit from mentors with diverse clinical skills, such as feeding, communication in autism, etc. •	Clinical educators must communicate with each other•	Clinical educators can alternate between patients with and without a student•	Students may feel that clinical educators provide unequal or inconsistent levels of supervision

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I think the collaborative model is important because it helps establish responsibility and independence with a student clinician. Additionally, it helps add a new perspective that the CE may not have utilized or demonstrated before hand. 

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I think the collaborative model is important because it helps establish responsibility and independence with a student clinician. Additionally, it helps add a new perspective that the CE may not have utilized or demonstrated before hand. 

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Supervision Model

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While various models are appropriate for different students, I prefer the Collaborative model. This model allows students to bounce ideas off each other, learn from each other, and feel supported by each other. This model also allows for practice collaborating with other professionals, which is important in all settings for SLPs.

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* One Student, One Supervisor
*This is in a public school setting, roles are defined, but in the secondary (middle school) level, there are some grey areas.
*The supervisor begins with all of the responsibility and gradually relinquishes some of this to the student. The goal would be that by the end of the semester, the student is able to take responsibility for at least 1/2 of the caseload's planning, data collection, and meetings.
*Communication and feedback need to be reciprocal in order for it to work.

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Each dimension is important in its own way. In order to recognize one's own limitations, they must also 

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Each dimension is important in its own way. In order to recognize one's own limitations, they must also 

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Traditional Model