{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2023,10,24]],"date-time":"2023-10-24T07:45:05Z","timestamp":1698133505815},"reference-count":11,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2011,3,24]],"date-time":"2011-03-24T00:00:00Z","timestamp":1300924800000},"content-version":"vor","delay-in-days":7053,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp; Comm Disor"],"published-print":{"date-parts":[[1991,12]]},"abstract":"<jats:title>Abstracts<\/jats:title><jats:p>This investigation of the supervisory process was designed to extend the first author's (MMcG) previous work that had resulted in categories for analysis of clinical competence in student therapists. The supervisory interactions between five students and their clinicians were video\u2010taped and analysed. Participants' perceptions of the dyad were rated using visual analogue scales. The findings indicated that clinicians' verbal comments could be assigned to the categories previously identified. A further analysis of three of these categories revealed that seven interview strategies were used by the clinicians in the process of supervision. Supervisors appeared to be more accurate in estimating the extent of students' participation in the conference whereas students tended to make a more realistic estimation of the level of positive feedback. Pointers for future research are suggested.<\/jats:p><jats:p>Cette recherche \u00e0 propos des m\u00e9thodes d'encadrement a \u00e9t\u00e9 con\u00e7ue pour compl\u00e9ter le travail pr\u00e9c\u00e9dent du premier auteur, qui avait aboutit \u00e0 des cat\u00e9gories d'analyse pour les comp\u00e9tences cliniques des \u00e9tudiants orthophoniste. L'interaction entre 5 \u00e9tudiants et les cliniciens responsables de l'encadrement de chacun d'eux a \u00e9t\u00e9 film\u00e9 et analys\u00e9. Les impressions des deux parties de ces paires ont \u00e9t\u00e9 not\u00e9es avec des \u00e9chelles analogues visuelles. Les r\u00e9sultats ont montr\u00e9 que les commentaires parl\u00e9s des cliniciens pouvaient \u00eatre r\u00e9partis en fonction des cat\u00e9gories pr\u00e9c\u00e9demment \u00e9tablies. Une analyse plus pouss\u00e9e de trois de ces cat\u00e9gories a r\u00e9v\u00e9l\u00e9 que sept strat\u00e9gies d'entretien \u00e9taient utilis\u00e9es par les cliniciens dans leur m\u00e9thode d'encadrement. Les cliniciens se sont r\u00e9v\u00e9l\u00e9s plus pr\u00e9cis dans leur estimation de l'importance de la participation des \u00e9tudiants, alors que les \u00e9tudiants semblaient faire une estimation plus r\u00e9aliste du niveau de r\u00e9troaction positive. Des points \u00e0 approfondir sont sugg\u00e9r\u00e9s.<\/jats:p><jats:p>Diese Untersuchung des Verfahrens f\u00fcr die Aufsicht von Sprachtherapiestudenten sollte die bisherige Arbeit einer der Autorinnen (MMcG), die zur Aufstellung von Kategorien zur Analyse der klinischen Kompetenz gef\u00fchrt hatte, weiterentwickeln. Die Studie besteht aus einer Analyse von Videoaufnahmen der Interaktionen zwischen f\u00fcnf Studenten und den f\u00fcr sie verantwortlichen Klinikern. Die Wahrnehmungen der Teilnehmer der Austausche wurde mit Hilfe visuell analoger Skalen bewertet. Die Resultate deuteten darauf hin, dass die verbalen \u00c4usserungen der Kliniker den vorher festgestellten Kategorien zugeordnet werden konnten. Eine weitere Analyse von drei dieser Kategorien zeigte, dass die Kliniker sieben von diesen Interviewstrategien im Aufsichtsverfahren benutzten. Die Aufsichtspersonen konnten anscheinend den Grad der Teilnahme der Studenten an der Besprechung genauer einsch\u00e4tzen, w\u00e4hrend die Studenten den Grad des positiven Feedbacks realistischer einsch\u00e4tzen konnten. Eine Richtung f\u00fcr weitere Forschung wird angedeutet.<\/jats:p>","DOI":"10.3109\/13682829109012022","type":"journal-article","created":{"date-parts":[[2007,11,18]],"date-time":"2007-11-18T01:20:21Z","timestamp":1195348821000},"page":"373-381","update-policy":"http:\/\/dx.doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Clinical education: The supervisory process"],"prefix":"10.1111","volume":"26","author":[{"given":"M. A.","family":"McGovern","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"E. C.","family":"Dean","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2011,3,24]]},"reference":[{"key":"e_1_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1300\/J001v02n03_08"},{"key":"e_1_2_1_3_1","first-page":"362","article-title":"Implicit assumptions about the supervisory conference: A review and analysis of literature","volume":"4","author":"HOLLAND P.","year":"1989","journal-title":"Journal of Curriculum and Supervision"},{"key":"e_1_2_1_4_1","doi-asserted-by":"publisher","DOI":"10.3109\/13682828209012217"},{"key":"e_1_2_1_5_1","doi-asserted-by":"publisher","DOI":"10.3109\/13682828309012240"},{"key":"e_1_2_1_6_1","doi-asserted-by":"publisher","DOI":"10.3109\/01421598609010741"},{"key":"e_1_2_1_7_1","doi-asserted-by":"publisher","DOI":"10.1300\/J001v05n02_04"},{"key":"e_1_2_1_8_1","doi-asserted-by":"publisher","DOI":"10.1044\/jshd.4902.189"},{"key":"e_1_2_1_9_1","doi-asserted-by":"publisher","DOI":"10.1044\/jshr.2502.252"},{"key":"e_1_2_1_10_1","doi-asserted-by":"publisher","DOI":"10.3109\/13682828309012239"},{"key":"e_1_2_1_11_1","unstructured":"WILLIAMS R. 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