Considering becoming a clinical educator? Here’s what you need to know first

Before you consider becoming a speech-language pathology (SLP) clinical educator, there are three things you need to know. Lori-Ann Ferraro, Ph.D., CCC-SLP, Director of Clinical Education for the Master of Science in Speech-Language Pathology program at MUSC, shares the top myths about working as a clinical educator and the truth behind the leadership benefits for both clinicians and students.

Myth #1: Clinicians with less than five years of experience won’t be good supervisors

Instead, Ferraro says that this can be an asset to being an even better supervisor. “Sometimes newer level clinicians often make better clinical instructors because they’re still thinking through the processes,” said Ferraro. “Students really benefit from seeing the clinical decision making process live and being with someone who is talking to them about how they’re thinking it through.”

Many clinicians who supervise students agree that it benefits their process, especially when they’ve been in their field for a number of years. Being in the role of an educator provides an opportunity to observe your own process in a new light as you determine how to guide your student.

“The first few months of having my very first graduate student, I wanted to be the best possible for them,” says Ashley Scott, a regional speech pathologist for Berkeley County schools. “After, I honestly feel like they’re my teammate. It makes my therapy better. I’m always open to what they suggest.”

Regardless of how many years of experience you have as a clinician, your knowledge and guidance is invaluable to students. You don’t need to be perfect, and you don’t need to have all the answers. Clinical education is an opportunity for both the student and the educator to broaden their horizons while encouraging growth and a range of perspectives in the field.

Myth #2: Students don’t have enough experience for clinical education in specialty fields of medicine.

Clinical education may be the only time a student experiences a particular specialty. With provider shortages in fields like SLP, occupational therapy, and physical therapy, it’s becoming even more important to meet the growing needs of communities. The training they receive during their clinical education is critical to showing students what is possible.

“I had a student with me and she said, ‘I never would have been comfortable going in there without you. But seeing you do it and knowing you could do it, made me feel like I can do this too,’” said Ferraro.

Experiences like these can also help students develop an advantageous resume before graduation.

“We had a head and neck cancer course at MUSC,” said Amy Roesch, a recent graduate currently working as a clinical fellow speech pathologist specializing in head and neck cancer patients. “Thankfully I had the opportunity to work more with head and neck cancer patients, directly after that head and neck course in clinical education. That allowed me to fall even more in love with the field and get more experience, and I feel like it allowed me to make connections and ultimately led to the position that I’m in right now.”

The key to training new specialists is showing them what is possible. When students have the opportunity to shadow a practicing clinician and learn in real time alongside their classwork, they are more prepared for the workforce and have a stronger sense of where and who they want to serve.

Ferraro also encourages clinicians to consider how the experience can be generalizable, where the student doesn’t need to perform perfectly but can witness patient care and take those lessons moving forward–regardless of the field they go into.

Myth #3: Collaboration means changing the way you practice

It’s not about changing how we practice, but expanding knowledge and opportunity. “One of my graduate students did a project on a rare syndrome that a child in my classroom has,” said Scott. “I walked away learning more about the student than I would have ever known due to this person’s project.” Instances like this are common, and an incredible result of the collaboration that’s born within clinical education.

However, differing perspectives can sometimes close doors before the opportunity is explored. In some situations, Ferraro has witnessed clinical education placements being denied due to miscommunications that stem from a difference in response expectation. A dedicated student may not seem excited enough or answer with the right tonality during an interview, despite being passionate about the field.

It’s a reminder that open-mindedness is important on both sides. Students and clinicians can collaborate and learn from each other to create growth all around, if both parties are willing.

“Clinical education gave me a lot of exposure to a wide range of populations, settings, and also treatments approaches that I probably wouldn’t have encountered with just the coursework alone,” said Maya Manigault, a 2023 graduate. “Seeing the treatment strategies in action, and ones that weren’t introduced in the classes, really shaped the type of clinician that I wanted to become and the clinician that I am today.”

Collaboration may bring about change, but the immediate impact is in the opportunity for mentors to shape future generations of clinicians in every field.

The impact of embracing clinical education

While clinical education can be a learning curve for both parties involved, it also has immense capability for good. Students with less experience can contribute knowledge of new studies and practices being taught today, while learning from the practices of seasoned clinicians to combine textbook knowledge with applicable treatments and leadership skills.

Clinicians, on the other hand, have an opportunity to grow their practices, provide more for their patients, and contribute to the future of their field as leaders.

When we continue to learn from each other, share resources, and collaborate with both like-minded and opposing individuals, the benefits become a domino effect.