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Though faculty in the School of Communication Sciences and Disorders (SCSD) may have few interactions with students in practicum settings, the information they impart in class will have a direct and profound impact upon students鈥� clinical performance. The primary faculty contributions to the clinical education experience are:

• To provide relevant information regarding speech and language development and normal processes of speech, language, and hearing;
  
  
• To provide relevant and up-to-date information regarding the nature, assessment, and treatment of speech, language and hearing disorders;
  
  
• To provide 鈥渂ridges鈥� for the clinical application of the above information;
  
  
• To participate in collaborative efforts to share current information impacting upon assessment and intervention;
  
  
• To encourage students to become independent and life-long learners and problem-solvers;
  
  
• To teach and model fundamental principles involved in professionalism.

Student participation in the clinical education experience can be thought of as a dual role. First, the student is responsible for completing the appropriate administrative and professional duties that are demanded from the practicum and placement process, including completion of all placement requirements such as immunizations and criminal record checks, obtaining a list of recommended readings and/or materials to review prior to commencement of the placement, and ensuring required forms are signed and returned to the school. Second, the student is also responsible for developing the competencies that will allow for successful completion of the program and the beginning of independent practice.

The student plays an active and changing role in the clinical education process. In order for that role to evolve as the student does, the student needs to recognize both his/her strengths and limitations as each practical experience is approached. In addition, students are expected:

• To integrate the information presented in class lectures and readings;
  
  
• To seek to extend that knowledge via additional readings, professional dialogue, etc.;
  
  
• To take responsibility for their own clinical education, in conjunction with clinical educators and faculty, to ensure an experience that is adequate and appropriate to their individual needs;
  
  
• To assist other students in developing clinical abilities by actively mentoring those with less experience;
  
  
• To provide evaluative feedback regarding their clinical education experience so as to improve the training of future students, and foster the development of clinical educators;
  
  
• To develop professionalism.

Given that a student鈥檚 clinical skills evolve over time, the clinical educator鈥檚 role in the practicum process must also change. Initially, the clinical educator provides direct teaching and instruction, with a gradual shift to a more collaborative relationship. The clinical educator offers support as the student becomes more actively involved in the clinical process, while simultaneously facilitating the student鈥檚 growing independence. Ultimately, there is a transition on the clinical educator鈥檚 part to the role of consultant, at which time the clinical educator participates in information-sharing and joint problem-solving with the student.

It is also the clinical educator鈥檚 role within the practicum process to evaluate the students鈥� development of clinical skills. This allows for the identification of clinical strengths and weaknesses, and assists in planning programs that meet the individual needs of students. In summary, the clinical educator is responsible for:

• Discussing and/or demonstrating clinical procedures and participating with the student in the clinical process;
  
  
• Following supervision standards, as determined by the school;
  
  
• Assisting the student in observing and analysing assessment and treatment sessions;
  
  
• Assisting the student in developing and refining assessment skills;
  
  
• Assisting the student in developing clinical goals and developing and refining clinical management skills;
  
  
• Facilitating the student鈥檚 self-evaluation of clinical performance while enhancing the student鈥檚 clinical independence;
  
  
• Assessing the student鈥檚 development of clinical skills and providing ongoing feedback to the student (including completing mid-term and final evaluations with the student);
  
  
• Demonstrating and modelling professionalism to students and assisting them in refining their own professional attitudes and behaviours.
  

The academic coordinators of clinical education at the School of Communication Sciences and Disorders (SCSD) serve as the link between clinical education sites and the school and act as the liaison between the clinical education site coordinator, clinical educator, and student. They organize, coordinate, and evaluate the clinical education component of the SCSD speech-language pathology and audiology programs. In addition, the clinical coordinators are responsible for:

• Providing an orientation and/or orientation materials to the clinical educator;
  
  
• Providing the student and clinical educator with information about expectations, goals, student competencies, and specific forms;
  
  
• Arranging continuing education certificates for the clinical educator;
  
  
• Offering ongoing support to the clinical educator and student;
  
  
• Assigning a grade of pass/fail to the student at the end of the practicum placement.