JCPSLP Vol 23 No 3

Appendix 1. Week-by-week outline of the program

Week

People

Task

1 2 3 4 5 6 7 8

Students and clinical educator

Planning for “meet and greet”

Expert teacher and clinical educator (students observing)

Case history and informal assessment

Expert teacher

Tell stories to students

Expert teacher and students Expert teacher and students

Case history

Informal assessments

Expert teacher and clinical educator (students observing)

Formal assessments and goal setting Formal assessments and goal setting Education and recommendations

Expert teacher and students Expert teacher and students

Appendix 2. Written summary of giving feedback to students

After each clinical session we will have a debrief/feedback session to help teach the students. Please comment on what they did well and what they could improve on. We can work through questions together if that would be easier for you. Use the chart below to help you structure your feedback to the students. Feedback chart Room set up Start of session and end of session • Suitability of chair • Welcomed warmly • Table height • Introductions clear • Lighting • Session introduced clearly • Temperature • Recap on previous session • Organisation of materials • Prepared for end of session • Checked that I was comfortable

• Summary of session clear • Given time for questions • Discussed what is happening next

Communication and professional skills

Technical skills

• Clear voice • Good volume

• Equipment is organised and prepared

• Explained purpose of the tasks • Helped me feel comfortable

• Explained technical terms

• Good listening skills

• Gave me information throughout session • Clear summary of outcomes and where to next

• Good attention on me throughout session

• Asked for my story/views on my condition • Honest and genuine approach As the expert in your life, your feedback is invaluable for the students. Your honest and constructive feedback will help shape them into great clinicians.

References Barbour, R. (2007). Uses and abuses of focus groups. In R. Barbour, (Ed.), Doing focus groups (pp. 15–27). Sage Publications. Beecham, R. (2005). “Clients” as teachers: Power- sharing in the speech-language therapy curriculum. Advances in Speech Language Pathology , 7 (3), 130–137. https://doi.org/10.1080/14417040500181197 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3 (2), 77–101. https://doi.org/10.1191/1478088706qp063oa Dijk, S.W., Duijzer, E.J., & Wienold, M. (2020). Role of active patient involvement in undergraduate medical education: a systematic review. British Medical Journal Open , 10 , e037217. https://doi.org/10.1136/bmjopen-2020-037217 Henriksen, A., & Ringsted, C. (2011). Learning from patients: Students’ perceptions of patient-instructors. Medical Education , 45 (9), 913–919. https://doi. org/10.1111/j.1365-2923.2011.04041.x Jha, V., Quinton, N.D., Bekker, H.L., & Roberts, T.E. (2009). What educators and students really think about using patients as teachers in medical education: A qualitative study. Medical Education , 43 (5), 449–456. https://doi.org/10.1111/j.1365-2923.2009.03355.x

Lauckner, H., Doucet, S., & Wells, S. (2012). Patients as educators: The challenges and benefits of sharing experiences with students. Medical Education , 46 (10), 992–1000. https://doi.org/10.1111/j.1365- 2923.2012.04356.x McKinlay, E., McBain, L., & Gray, B. (2009). Teaching and learning about chronic conditions management for undergraduate medical students: Utilizing the patient-as- teacher approach. Chronic Illness , 5 (3), 209–218. https:// doi.org/10.1177/1742395309343812 Morgan, A., & Jones, D. (2009). Perceptions of service user and carer involvement in healthcare education and impact on students’ knowledge and practice: A literature review. Medical Teacher , 31 (2), 82–95. https://doi. org/10.1080/01421590802526946 O’Neill, F., Morris, P., & Symons, J. (2006). Bridging the gap: Learning with patient teachers in health professional education. Practice Development in Health Care , 5 (1), 26–29. https://doi.org/10.1002/pdh.48 Porter, J., Kellow, N., Anderson, A., Bryce, A., Dart, J., Palermo, C., Volders, E., & Gibson, S. (2019). Patient involvement in education of nutrition and dietetics students: A systematic review. Nutrients , 11 , 2798. https://doi. org/:10.3390/nu11112798

155

JCPSLP Volume 23, Number 3 2021

www.speechpathologyaustralia.org.au