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Titre : | Seminars in hearing, Vol. 27, n°2. Issues in Supervision - May 2006 |
Type de document : | Bulletin |
Paru le : | 01/05/2006 |
Dépouillements
Article
The doctor of audiology (Au.D.) degree was developed in response to the professional challenges faced in an ever-changing world of technology, health care, public policy, and patient demographics. Audiology educators responded to these external [...]
Article
Supervision has always been a key component of audiologic training, but little consideration has been given to the student as learner during the supervision process. Since audiology graduate students are by definition adult learners, generally k[...]
Article
Audiologists frequently find themselves in the position of mentoring or supervising others. This is often done, however, with little or no training in effective mentoring skills. Differences in adult learning styles and preferences, generational[...]
Article
Students in clinical training commonly encounter stress. Some stress can be preempted by good communication between students, preceptors, and the training program. A common source of stress pertains to a lack of feedback. Preceptors also experie[...]
Article
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 ([...]
Article
Most of the new professional doctorate programs in audiology (Au.D.) have acknowledged the importance of the development of students' counseling skills through the establishment of separate courses in audiologic counseling or the incorporation o[...]