Constructive and effective feedback in the supervision process
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. Copyright © 2006 by Thieme Medical Publishers, Inc.
Seminars in Hearing
Mendel, L. (2006). Constructive and effective feedback in the supervision process. Seminars in Hearing, 27 (2), 107-115. https://doi.org/10.1055/s-2006-939448