GRADUATE CLINICIAN PERSPECTIVE OF FEEDBACK DELIVERY MODE AND FREQUENCY IN ON-CAMPUS CLINICAL SUPERVISION
Abstract
Speech-language pathology literature is limited in describing students’ perspectives regarding feedback delivery and feedback modes. Most of the literature focuses on the supervisor perspectives. Understanding the perspective of the student enhances the quality of overall clinical supervision. This study examined student perspectives through a multiple methods design. A combination of both qualitative and quantitative research data provided an enriched and deeper understanding of the student perspective regarding supervision delivery and frequency. The findings will contribute to the limited literature and provide current supervisors in Mississippi with crucial knowledge about student perspectives. The results of the study indicated that supervisors do not consistently include students in feedback delivery or frequency modes. Students report a disconnection and an inconsistency of delivery. Overall, students prefer receiving verbal feedback for development of clinical skills. The data supports the need for supervisor education and consistency across programs. Development of a more standardized approach to supervisory feedback delivery and specific strategies to include students in the application would be helpful.