Teaching clinic conference participant interaction

Area of Science:

• Speech-Language Pathology
• Clinical Supervision
• Communication in Healthcare Education

Background:

• Supervisory conferences are crucial for clinical training in speech-language pathology.
• Understanding interaction dynamics within these conferences is essential for effective pedagogy.
• Previous research has not fully explored the talk behaviors during teaching clinic supervision.

Purpose of the Study:

• To analyze the talk behaviors during teaching clinic supervisory conferences.
• To investigate the interaction patterns between supervisors, peers, and clinicians.
• To assess the impact of supervision on the development of self-supervisory behaviors in trainees.

Main Methods:

• Two matched groups of five clinicians underwent 4 weeks of teaching clinic supervision.
• Conferences were videotaped and segments coded using the Multidimensional Observational System for the Analysis of Interactions in Clinical Supervision (MOSAICS).
• Statistical analysis compared talk quantity and categories among supervisors, peers, and clinicians.

Main Results:

• No significant statistical differences were found in the quantity or categories of talk among supervisors, peers, and clinicians.
• Teaching clinics exhibited characteristics of both direct and indirect conferencing styles.
• Supervision appeared to promote self-supervisory behaviors, evidenced by active participation, problem-solving, and strategy development in student speech-language pathologists.

Conclusions:

• Talk patterns between supervisors and clinicians in teaching clinics are comparable.
• Teaching clinic supervision effectively encourages the development of self-supervisory skills in student speech-language pathologists.
• Participants reported general satisfaction with the supervisory process and its outcomes.