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Reflective Practice in Supervision

presented by Katrina E. Miller, EdD, CCC-SLP

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Target Audience:

Disclosure Statement:

Financial: Katrina Miller receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Nonfinancial: Katrina Miller is a board member of the National Black Association for Speech-Language and Hearing (NBASLH). She is also a contributing author to Cases on Communication Disorders in Culturally Diverse Populations. She has no other competing nonfinancial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

Accreditation Check:
Video Runtime: 55 Minutes; Learning Assessment Time: 12 Minutes

This course will benefit physical therapists, occupational therapists, and speech-language pathologists who serve as clinical educators. Reflective practice is one methodology that is used in the allied health professions to provide a way for students to review their therapy sessions and actions. Having effective reflective practice skills is imperative for clinicians, and developing these skills is imperative for novice professionals.

Several models of supervision that are used in the allied professions are explored and discussed during this course. The definition of reflective practice and the varied components are listed. In addition, the pros and cons for using reflective practice are listed, as well as the ways to incorporate reflective practice in clinical education. The differences between reflective supervision and reflective practice are incorporated in this course, along with additional methods for utilizing reflective practice in clinical education.

Meet Your Instructor

Katrina E. Miller, EdD, CCC-SLP

Dr. Katrina E. Miller's commitment to communication empowerment spans more than 25 years and has improved the lives of countless patients, as well as the more than 300 novice speech-language pathologists she has trained. As a college professor at North Carolina Central University, Dr. Miller founded the Neurogenic Aphasia Group, affectionately referred to as NAG,…

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Chapters & Learning Objectives

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1. Models of Supervision in Allied Health

This chapter identifies and explains several models of supervision, including Anderson's continuum of supervision, the medical model, and more. The professional fields that utilize each specific model will be explored.

2. What Is Reflective Practice?

This chapter will define reflective practice and reflective supervision. The pros and cons for using reflective practice in each individual area of practice are explored.

3. Incorporating Reflective Practice

This chapter will discuss methods for incorporating reflective practice activities into clinical education. Allied professionals will discuss ways in which they incorporate reflective practice in their own practices as well as with student clinicians.

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