Building Clinical Expertise through Feedback: Nurturing Constructive Supervision Connections (Ondemand)
Recorded On: 09/16/2025
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Feedback is the most powerful and diverse tool supervisors use when providing clinical instruction, guidance, and mentorship; however, it is also the most misused tool. Feedback is not a “one size fits all” approach but one impacted by factors such as generational differences, purposeful application of learning theories, and should be provided with the intent and purpose to encourage the development of clinical expertise and clinical reasoning skills. This session will discuss feedback methodology through the lens of learning theory, supervision frameworks, and aspects of generational differences. Attendees will learn tangible ways to utilize feedback mechanisms and how to best prepare the clinical supervisors associated with their clinical education programs to utilize the feedback tool.
Learning Objectives
- Identify a supervision style and a feedback methodology on each stage of a supervision continuum.
- Name three types of feedback to use in order to effectively communicate and navigate difficult clinical conversations with a student.
- Examine at least two generational trends which shape our feedback and impact our approach to mentorship.
Jessica Carter, MS CCC-SLP
The University of Texas at Dallas
Jessica Carter, M.S. CCC-SLP, is the Director of Clinical Education for the Master of Science Program in Speech-Language Pathology at the University of Texas at Dallas. In addition to this role, she teaches courses in preschool assessment & intervention, pediatric motor speech disorders, and bilingual articulation & phonology; and supervises graduate students in pediatric programs in clinical and educational settings. Ms. Carter currently serves as the President-Elect for the Texas Speech-Language Hearing Association
Disclosures
Financial: Jessica is receiving an honorarium for this presentation.
Non-Financial: None
Angela J. Kennedy, SLPD, CCC-SLP
UT Health San Antonio
Angela Kennedy, SLP.D., CCC-SLP, is currently an Assistant Professor and Director of Clinical Education at UT Health Science Center in San Antonio in the Department of Communication Sciences and Disorders. She currently directs all clinical education aspects of graduate students in speech-language pathology across their program of study including clinical preparation, clinical practicums and community-based clinical practice. Her current areas of research interest include increasing access to rehabilitative services for pediatric patients with communication disorders in under-resourced areas, examining the training and equipping of speech-language pathologists specifically in the area of speech sound disorders and the implementation of interprofessional clinically based activities in graduate-level curriculums.
Disclosures
Financial: Angela is receiving an honorarium for this presentation. Co-author of Goal Setting in Speech-Language Pathology: A Guide to Clinical Reasoning; receives royalties from Plural Publishing
Non-Financial: None
Robyn Martin, MS, CCC-SLP, BCS-SCF
University of St. Augustine for Health Sciences
Robyn Martin is Director of SLP Clinical Instruction for the USAHS MS-SLP Program. She is a board-certified stuttering, cluttering and fluency specialist and has an interest in pediatric speech and language disorders. Professor Martin has practiced as a speech-language pathologist in a variety of settings, and she is very passionate about teaching and mentoring graduate students. She is involved with the Texas Speech-Language Hearing Association serving as Past President and she has served on several committees with ASHA. When off campus, she enjoys spending time with her husband and two children, working out, and traveling.
Disclosures
Financial: Robyn is receiving an honorarium for this presentation.
Non-Financial: None
Jacqueline Towson
Moderator
University of Central Florida
This course is designed with a participation requirement that ensures meaningful engagement and learning. Participants must be present for the entire 120-minute course to receive the assessment. The assessment is a key component in obtaining both their certificate of completion and ASHA CEUs. In addition to standard assessments of the speaker's effectiveness and the overall content quality, participants are challenged to demonstrate practical application of the knowledge gained. The required question prompts participants to articulate and list two specific action items they plan to implement. This promotes critical thinking about how to apply new information in their professional practice with a forward-thinking response.
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