The document describes a teacher-practitioner model used in a faculty-student practice clinic. In this model, faculty members serve as both teachers and practicing clinicians, directly supervising students as they work with clients in the clinic. This allows students to observe how clinical theory is applied in practice. The clinic contains both an entry-level clinic for beginning students and an advanced practice clinic simulating an outpatient setting. Students collaborate on client cases and receive feedback to develop critical thinking and clinical skills. The model supports different learner needs and prepares students for future clinical work.

1. Chapter 27
Student Learning in a Faculty–
Student Practice Clinic

2. Student Learning in a Faculty–
Student Practice Clinic
• Definition and Purpose of the Teacher-
Practitioner Model
• Use of the Teacher-Practitioner Model
• Types of Learners
• Conclusion

3. Student Learning in a Faculty–
Student Practice Clinic
• What are the foundational qualities of mind
that excellence and leadership in the field are
built upon?
• The faculty of the graduate program in
communications sciences and disorders at the
MGH Institute of Health Professions asked that
question.

4. Student Learning in a Faculty–
Student Practice Clinic
• The result was the development of an
enhanced clinical curriculum that emphasized
excellence and systematically develops critical
thinking, innovation, collaboration, social
perception, risk taking, and self knowledge and
reflection.

5. Student Learning in a Faculty–
Student Practice Clinic
• Why expand the demands on students and
faculty by developing an extra set of
requirements related to the esoteric ideas of
excellence and leadership?
• The most valuable education is one that
teaches you to think critically, to be innovative,
to collaborate effectively, to take the
perspectives of others and modify your
behavior accordingly, to take thoughtful risks,
and to practice self-reflection.

6. Definition and Purpose of the
Teacher-Practitioner Model
• Students learn best from individuals who have
dual roles as teachers and practicing clinicians.
• The supervising faculty member teaches the
student in the classroom and also directs the
clinical interaction with clients in the clinic
through modeling and guided practice.

7. Definition and Purpose of the
Teacher-Practitioner Model
• A continuum of skill development is
emphasized for both the student and the
supervisor.
• Interaction between the two parties is a key
feature of the model.
• Students have opportunities to see firsthand
how theory relates to clinical work.

8. Definition and Purpose of the
Teacher-Practitioner Model
• The faculty–student practice clinic serves two
purposes:
– Operates as a site for the education of
students
– Provides communication therapy services to
the community.

9. Definition and Purpose of the
Teacher-Practitioner Model
• Superficially, it might appear that the best
learning atmosphere is a real world setting,
such as a hospital, rehabilitation center, or
specialty center.
• Insurance issues and medically complex
patients make this challenging for beginning
clinicians.

10. Definition and Purpose of the
Teacher-Practitioner Model
• The design of the teacher–practitioner model
at MGH Institute is uncommon in speech-
language pathology.
• The split between research/academic and
clinician begins immediately in the educational
process itself.
• This model provides a bridge in both
directions.

11. Use of the Teacher–
Practitioner Model
• The Entry-Level Clinic
• The Advanced Practice Clinic

12. Use of the Teacher–
Practitioner Model
• The Entry-Level Clinic
– The Speech, Language and Literacy Center
was designed as a space for beginning
graduate students to work with children and
adults with various speech and language
disorders, as well as for experienced
graduate students to work in a simulated
outpatient setting with adults who have
acquired language disabilities.

13. Use of the Teacher–
Practitioner Model
• The Entry-Level Clinic
– A digital observation system allows parents,
caregivers, students, and supervisors to
observe and record sessions.
– All treatment rooms have video cameras.
– Students are supervised by licensed speech-
language pathology faculty members–most
also teach academic courses.

14. Use of the Teacher–
Practitioner Model
• The Entry-Level Clinic
– Students usually do two semesters.
– Each student is paired with another student.
– Each partner is responsible for creating
weekly lesson plans and participating in
diagnostic and therapeutic activities.
– Since speech–language pathologists rarely
work alone, collaboration is an important
skill to develop.

15. Use of the Teacher–
Practitioner Model
• The Entry-Level Clinic
– Students also attend a weekly case
discussion (CD) group.
– Students are expected to actively participate
in group discussions by asking questions
that demonstrate critical thinking,
discussing and analyzing errors, thinking
from the perspective of the client.
– A questioning hierarchy based on Bloom’s
Taxonomy guides the faculty facilitators.

16. Use of the Teacher–
Practitioner Model
• The Entry-Level Clinic
– Self-evaluation tools help students assess
their progress in several areas.
– The concept of a continuum uses a mastery
approach to clinical learning and gives the
students a feeling of acceptance of current
skills with appropriate vision for areas of
needed growth.
– Students evaluate themselves at the
beginning and at the end of the term.

17. Use of the Teacher–
Practitioner Model
• Advanced Practice Clinic
– The Advanced Practice Clinic specializes in
providing diagnostic and treatment services
to adult with acquired neurogenic speech
and language disorders.
– It is modeled on a typical outpatient
rehabilitation clinic.
– First and second year students see clients in
the clinic at the same time.

18. Use of the Teacher–
Practitioner Model
• Advanced Practice Clinic
– Clinical supervision is provided by faculty
members who also teach acquired
communication disorders courses.
– Students are expected to be more
independent in developing evidence-based
treatment plans for their clients.
– Students are shown reality-based issues–
like patients not being able to afford
treatment.

19. Use of the Teacher–
Practitioner Model
• Advanced Practice Clinic
– Students may also gain research experience
in either the entry-level or advanced
practice clinic.

20. Types of Learners
• A faculty–practice clinic can support a wide
range of student learning styles and needs.
• Supervisors can be matched to students with
specific needs.
• It is common for students facing their first
clinical encounter to feel anxiety. The teacher–
practitioner model allows for additional work
with students for whom this is a continuing
problem.

21. Conclusion
• The teacher–practitioner model has allowed
students to be highly prepared when entering
external practicum experiences.
• Students become lifelong learners.
• May students go on to successful careers upon
finishing the program.
• Challenges so the model include coordinating
academic and clinical schedules and ensuring
the right mix of clients each semester for
student clinicians.