Semin Hear 2006; 27(2): 107-115
DOI: 10.1055/s-2006-939448
Copyright © 2006 by Thieme Medical Publishers, Inc., 333 Seventh Avenue, New York, NY 10001, USA.

Constructive and Effective Feedback in the Supervision Process

Lisa Lucks Mendel1
  • 1Associate Professor, School of Audiology and Speech-Language Pathology, The University of Memphis, Memphis, Tennessee
Further Information

Publication History

Publication Date:
04 April 2006 (online)

Preview

ABSTRACT

The process of supervision in audiology education is complex and challenging. In this article, the effectiveness of constructive feedback and the roles of supervisors and student clinicians are defined within the framework of a continuum model (Anderson J. The Supervisory Process in Speech-Language Pathology and Audiology. Boston, MA: College-Hill Press/Little, Brown; 1988). Anderson's model advocates a continuum perspective that is predicated on the belief that supervision exists on a continuum, and the stage on the continuum at which the student clinician functions dictates the supervisor's style. Initially, the supervisor is directive because the student clinician needs specific input and feedback; during the transition phase, the student clinician becomes more participatory, develops more independence, and becomes more collaborative; and by the end of the process, the supervisor's role is consultative. Specific examples of ways to improve communication between supervisors and student clinicians are provided along with an emphasis on expressing expectations, considering personal preferences, and using appropriate terminology. Specific types of effective and constructive feedback are described along with how often feedback should be given, in what format it should be provided, and how all feedback culminates in a grade.

REFERENCES

Lisa Lucks MendelPh.D. 

School of Audiology and Speech-Language Pathology, The University of Memphis

807 Jefferson Avenue, Memphis, TN 38105

Email: lmendel@memphis.edu