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20Q: Instruction and Precepting in Clinical Audiology

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1.  The term "supervision" best applies to: job or employment oversight teaching clinical skills facilitating problem-solving with students modeling professional behaviors

2.  The term "precepting" best applies to: job or employment oversight clinical instruction, training and supervision classroom teaching clinical interviewing

3.  The Flexner report refers to: A report of medical education that included recommendations for medical students to have a clinical component in their training An AAA report outlining best practices in clinical precepting An ASHA guideline for the accreditation of audiology training programs An explanation of the auditory brain that is useful for explaining the importance of amplification to parents whose infants are diagnosed with hearing loss

4.  The Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA): has separate standards for accrediting master's level SLP programs and doctorate level audiology programs has a sub-committee made up of solely audiologists to accredit audiology programs is comprised of a majority of SLP members, and has a single set of standards for accrediting master's level SLP programs and doctorate level audiology programs has a sub-committee of audiology student members to provide feedback about their education and training programs

5.  Setting expectations for clinical instruction and training refers to: general rules for professional behavior in the clinic, provided explicitly to anyone who will be in the clinical setting explicitly delineating the roles of clinical instructor and student and the expectations for both roles both A and B Assuming that students have learned the basics of professionalism in their university programs and will use common sense

6.  Providing critical feedback: should be avoided with students as it may cause them to become emotional; it should be provided only to the university should be done only at the end of the student's clinical experience so that it does not interfere with the training can be facilitated through the use of standardized, templated assessments that are shared with students ahead of time has no place in a learning environment that is meant to be nurturing and supportive

7.  The purpose of formative assessment is: judging how well performance meets criteria providing a grade for the clinical training experience to the university diagnosing current understanding in a topic all of the above

8.  The purpose of summative assessment is: judging how well performance meets criteria summarizing a clinical encounter in a SOAP note diagnosing current understanding in a topic improving future performance

9.  If a student reacts emotionally to feedback that is provided, a helpful response from a preceptor that was discussed in this article would be which of the following? change the topic back to the objective facts that were discussed explain to the student that emotions have no place in a clinical or professional setting recommend that the student seek psychological support reflect and acknowledge their reaction with an empathetic response

10.  The King and Kitchener model can help preceptors: tailor the information and how it is delivered, based on the student's stage of development with the particular concept or skill facilitate learning by not treating each student as the same develop a more effective teaching style that is flexible to the students' understanding all of the above