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Khan, K., Pattison, T., & Sherwood, M. (2011). Simulation in medical education. Medical Teacher , 33 , 1–3. Lincoln, M. (2009). A national snapshot of clinical placements in Australia. ACQuiring Knowledge in Speech, Language and Hearing, Communication Disorders , 11 (3), 169-170. McAllister, S., Lincoln, M., Ferguson, A., & McAllister, L. (2006). COMPASS (R) : Competency assessment in speech pathology . Melbourne: Speech Pathology Australia. McAllister, L., Paterson, M., Higgs, J., & Bithell, C. (Eds.) (2010). Innovations in allied health fieldwork education: A critical appraisal . Rotterdam, The Netherlands: Sense Publishers. McCabe, P., Purcell, A., Baker, E., Madill, C, & Trembath, D. (2009). Case based learning: One route to evidence based practice. Evidence-based Communication Assessment and Intervention , 3 (4), 208–219. Murdoch-Eaton, D., Redmond, A., & Bax, N. (2011). Training healthcare professionals for the future: Internationalism and effective inclusion of global health training. Medical Teacher , 33 , 562–569. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon , 9 (5). Retrieved from http://www.marcprensky. com/writing/Prensky%20-%20Digital%20Natives,%20 Digital%20Immigrants%20-%20Part1.pdf Ryan, S., & Patterson, M. (2010). Trends in health professional education. Changing student populations. In L. McAllister, M. Paterson, J. Higgs and C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 17–28). Rotterdam, The Netherlands: Sense Publishers. Sheepway, L., Lincoln, M., & Togher, L. (2011). An international study of clinical education practices in speech- language pathology. International Journal of Speech- Language Pathology , 13 (2), 174–185. Stevens, E., Peisker, M., Mathisen, B., & Woodward, S. (2010). Challenges and benefits for students participating in the Working with Developing Communities (WWDC) (Vietnam) Program. ACQuiring Knowledge in Speech, Language, and Hearing , 12 (2), 90–93. Speech Pathology Australia (2011). Competency based occupational standards for speech pathologists – Entry level (revised). Melbourne: Author. Theodoros, D., Davidson, B., Hill, A., & McBean, N. (2010). Integration of simulated learning environments into speech pathology clinical education curricula: A national approach . Health Workforce Australia, Simulated Learning Project, Final Report. Retrieved from http://www.hwa. gov.au/work-programs/clinical-training-reform/simulated- learning-environments-sles. Webb, G., Fawns, R., & Harre, R. (2009). Professional identity and communities of practice. In C. Delany and L. Molloy (Eds.), Clinical education: Evidence, practice and understanding (pp. 53–70). Chatswood, NSW: Elsevier. Michelle Lincoln is Associate Dean Undergraduate Learning and Teaching in the Faculty of Health Sciences, The University of Sydney, and a speech pathologist.

scientific focus, and others still may bring a client-focused, humanistic approach. Clinical educators are encouraged to embrace and celebrate this diversity. Our international assessment tool COMPASS® (McAllister, Lincoln, Ferguson, & McAllister, 2006) asks clinical educators to rate students’ developing competency performance against students towards what they believe is the “typical” speech pathologist. Professional socialisation is a well-documented phenomenom with clinical educators being particularly powerful role models (Webb, Fawns, & Harre, 2009). As argued earlier the idea of a “typical” speech pathologist is fast losing currency, as are traditional roles and workplaces for speech pathologists. So, as educators, how do we separate out our beliefs about what makes a “typical” or “good “ speech pathologist and a competent one? Again the solution is to compare what students do and think to the COMPASS® (McAllister et al., 2006) behavioural descriptors, not to our own internal beliefs about speech While the above 10 challenges have many implications for our profession, students, and university programs, the first step is to embrace and celebrate our increasing diversity. A failure to do this will mean that speech pathology as a profession will not keep pace with an increasing proportion of its members and will not have members well prepared to meet the challenges ahead. This paper has not addressed how we could meet the 10 challenges because that alone is worthy of another paper and many long discussions with colleagues. However, it is vital that as a starting point universities and clinical educators in the workplace collaborate to support diversity of students and educational experiences while maintaining requirements for entry level competence. References Attrill, S., Lincoln, M., & McAllister, S. (2011, June). Student diversity and implications for clinical competency development: A “snapshot” of domestic and international speech pathology students . Paper presented at Diversity and Development, Annual Conference of the Speech Pathology Association of Australia, Darwin. Australian Government. (2009). Transforming Australia’s higher education system . Barton, ACT: Commonwealth Copyright Administration, Attorney-General’s Department. Australian Health Workforce Advisory Committee. (2004). The Australian health workforce: An overview of workforce planning issues . AHWAC Report 2006.1. Sydney: Author. Dodd, J., Saggers, S., & Wildy, H. (2009). Retention in the allied health workforce: Boomers, generation X and generation Y. Journal of Allied Health , 38 (4), 215–219. Ferguson, A. (2006). Competency-based occupational standards: Influences on Australian speech pathology education. Folia Phoniatrica et Logopaedica , 58 , 23–31. Hill, A., Davidson, B., & Theodoros, D. (2010). A review of standardized patients in clinical education: Implications for speech-language pathology programs. International Journal of Speech-Language Pathology , 12 (3), 259–270. Health Workforce Australia (HWA). (2011). Welcome to Health Workforce Australia. Retrieved from http://www. hwa.gov.au/home. behavioural descriptors, not against each other. Educators need to resist the urge to “socialise” pathology students. Conclusion

Correspondence to: Michelle Lincoln The University of Sydney PO Box 170 Lidcombe NSW 1825 phone: +61 (0)2 9680 9056 email: michelle.lincoln@sydney.edu.au

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JCPSLP Volume 14, Number 1 2012

Journal of Clinical Practice in Speech-Language Pathology