Perspectives Summer/Fall 2016

COLLEGE OF HEALTH CARE SCIENCES • 19 O ne of the most significant aspects of the educational progression for students completing their Doctor of Audiology (Au.D.) degree is the clinical experience. Everyone clearly recognizes the value of the clinical experience; however, the diversity of clinical settings and clinical preceptors varies widely. The range of clinical skills needed in a hospital setting differs significantly from a pediatric setting, which varies greatly from a private practice focused primarily on amplification. Some clinical settings can afford great opportunity for students to practice independently, while others—by nature of the setting and third-party contracts—cannot allow students the same level of independence. This diversity in settings provides for a well-rounded clinical learning experience but creates significant difficulties in evaluating students’ clinical and professional performances in their off-campus internship and externship experiences. Moreover, there is considerable diversity among community preceptors. Student evaluation is completed in a variety of ways, many of which are subjective, despite training by the university. The typical clinical assessment tool uses a form of the Likert scale, evaluating performance from absent to independent (see Figure 1), or from 100 percent guidance needed to 100 percent independence. In an attempt to better delineate student performance and expectations and decrease subjective input, the program moved from a rating scale (Likert- type) system to one of descriptive skill competency (see Figure 2). DESCRIPTION OF CLINICAL SKILLS RATING SCALE: (LIKERT-TYPE) • Absent Student requires specific direction needed from preceptor; student does not alter unsatisfactory performance/evaluation skills. Student has an inability to make change. • Emerging Student requires specific, repeated direction/ demonstration from preceptor to perform clinical skill and accurately evaluate self/patient. • Underdeveloped Student requires specific preceptor direction, which results in some generalization and applica- tion of knowledge to perform competently. • Present Student requires general and some specific preceptor direction, which results in competence and accurate evaluation of self/patient. • Developed Student demonstrates independence, but some preceptor direction is required to perform compe- tently and accurately evaluate self/patient. • Independent Student requires only guidance/consultation with preceptor. (Figure 1) Continued on page 20