JCPSLP Vol 23 No 3

The student perspective Developing skills

The expert teachers valued that the students were learning from the lived experience of the PWP and developing a greater understanding of its impact. “I think there’s nothing better than a student learning about a particular disease or whatever you want to call it than talking to somebody who’s actually got it … I think it gives you a much better understanding” (Kay). The expert teacher–student relationship The expert teachers perceived their relationship with the students as positive. All expressed an appreciation and respect for the students’ engagement and interest in learning, their positivity and professionalism. Some commented on the relationship being equal or two-way. Two discussed the mutual learning opportunities that existed. One felt that the relationship was more equal than the typical patient–therapist relationship, where the health professional is considered the expert because they could “teach somebody, something about what’s happening to you as a person, as a person with Parkinson’s disease” (Kay). One valued that both parties were actively committed to their respective roles in clinic; the expert teacher to their own health, and the students to their learning. I am committed to managing my health quite actively and um, they were committed to learning as much as they could about their field and this kind of engagement with patients; so the best part was that it worked well, that combination of things. (Tony) Safe environment It was generally acknowledged that the clinic provided a safe environment. Expert teachers perceived that the clinic allowed students to learn about and practise helping a real person without the fear of making mistakes. Having a clinical educator in the room contributed to the supported and safe environment. what we were doing was giving them a chance to have a real patient without really having the burden of [8 sec pause] getting it wrong. I mean because they had a professional teacher in the room, regardless of what I did or what they did, we were not, we were not really vulnerable to making a Some expert teachers experienced challenges while being involved in the clinic. One found the title “expert teacher” unclear with respect to defining his role and whether he was an “expert”. Another felt uncertain about what they were trying to achieve within the role, although this became clearer over time. the title “expert teacher”…was kind of a funny one in some ways because, I didn’t really regard myself as an expert, in a teaching sense…there was a little bit of hesitation there for me thinking what am I expert on with speech-language, you know? An expert on Parkinson’s? Well, a little bit maybe … so there’s a bit of ambiguity there I suppose. (Tony) One expert teacher found the multi-tasking nature of the clinic challenging. This included having to focus on the clinical interaction while thinking of feedback to provide afterwards. I had to be answering her questions and responding to it at that level. I also had to be aware of the way she was doing things, the process of what she was doing…as well as the content of the question. It was tiring because Parkinson’s makes it difficult to multitask. (Robert) terrible mistake; Maree was there. (Judy) Challenges you’ve got to overcome

Students reported learning skills for SLP practice, which included communication skills, experience with planning and implementing sessions, taking a case history and an initial assessment. Students discussed the importance of learning to ask patients questions about their lives and learning to explain proceedings and clinical reasoning: “learning to talk about why we’re doing things as we’re doing them and… developing the skill of doing something and explaining what you’re doing while you’re doing it to someone” (EJ). Students identified challenges with listening and responding to the expert teacher’s emotional narratives: “people also say really tough stuff that’s going on with them in their lives and it is real ... you need to sit there and think how you will respond to it … cause it’s going to Students were unanimously positive about receiving feedback from the expert teachers and enjoyed learning from constructive and positive feedback. One student developed greater awareness of non-verbal aspects of their communication. I really enjoyed getting the feedback … you can actually hear from the client what they felt um about your performance or about your um interaction with them and I thought that was really really useful for me [3 others nodding]. (MA) knowing that you could get feedback … on how well you’ve done, or what they liked or disliked about you know the assessment that you did or how you conducted yourself um so that was really invaluable… (MY) Receiving positive feedback was valuable for learning because it helped to build the students’ confidence in their competence: “it’s a confidence booster because, they gave you positive feedback and … made me realise to not doubt myself…” (AC). One student felt less self-conscious when asking the expert teacher questions about her clinical manner and presentation style. Another considered that asking the expert teacher how to change a session was a good way to learn. Getting feedback instantaneously and directly from the patient was valuable: “getting the feedback straight away too from the client and then having the opportunity to ask them what you wanted feedback on as well … was really really valuable…” (EJ) Some aspects of receiving feedback were challenging. Students discussed feeling vulnerable and exposed during debriefing which was linked to being uncertain about the feedback that would be given: “debriefing is kind of like you come out of role and…there’s quite a nakedness there isn’t there … they’re being themselves with you and you’re being yourselves with them and there’s quite a vulnerability in that [all nodding]” (EJ). Teacher–student relationship The students described the expert teacher–student relationship in several ways. Some reported that the relationship was equal and involved a partnership and collaboration. For others it was weighted more towards the expert teacher because the students were listening and responding to their needs and goals: “working together on something … rather than I suppose the model of the expert and the patient…it gave us a different way of looking at that partnership … ’cause it was very equal really…” (EJ). happen when you’re out practising” (AC). Getting feedback from the client

153

JCPSLP Volume 23, Number 3 2021

www.speechpathologyaustralia.org.au