A Case Study of the Supervisory Process: Are We Meeting the Needs of the Marginal and Superior Student? Among the most important features of the supervisory process is the ability to provide effective feedback to the student clinician. However, the term “effective” may be relative, dependent upon the strengths and weaknesses of the supervisee. As most supervisors have experienced, abilities among student clinicians vary significantly, especially between ... Article
Article  |   June 01, 2005
A Case Study of the Supervisory Process: Are We Meeting the Needs of the Marginal and Superior Student?
Author Affiliations & Notes
  • Jennifer Means
    West Chester University, West Chester, PA
Article Information
Professional Issues & Training / Articles
Article   |   June 01, 2005
A Case Study of the Supervisory Process: Are We Meeting the Needs of the Marginal and Superior Student?
SIG 10 Perspectives on Issues in Higher Education, June 2005, Vol. 8, 10-13. doi:10.1044/ihe8.1.10
SIG 10 Perspectives on Issues in Higher Education, June 2005, Vol. 8, 10-13. doi:10.1044/ihe8.1.10
Among the most important features of the supervisory process is the ability to provide effective feedback to the student clinician. However, the term “effective” may be relative, dependent upon the strengths and weaknesses of the supervisee. As most supervisors have experienced, abilities among student clinicians vary significantly, especially between the marginal and superior clinician (Dowling, 2000). Because the skill levels of supervisees differ, so may the supervisees’ perceptions of the supervisory process. As supervisors, we may make assumptions about the effectiveness of our supervisory feedback based upon a student clinician’s GPA or performance in academic courses without truly knowing the student clinician’s clinical skills. This may be due, in part, to the varying levels of problem solving skills that exist between marginal and superior student clinicians.
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