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The Culture of Giving Back in the School of Human Communication Disorders

Posted by Colleen MacDonald on November 29, 2016 in News

A clinical educator works with a student in the School of Human Communication Disorders. (provided photo)

Every year, students at the Dalhousie School of Human Communication Disorders begin their semesters excited, anxious, and ready to learn. And every year, clinical educators are prepared to guide them.

The three-year masters programs in audiology and speech-language pathology (SLP) are intense and competitive. With 300 applicants each year, only 39 students are accepted. The courses are augmented by research and clinical work, which students must complete in order to graduate and practice. For its clinical placements, the School relies on clinical educators to mentor students.

Dr. Joy Armson, director of the School of Human Communication Disorders, emphasizes just how integral clinical educators are to the School: “We get something so valuable from our graduates,” she says. “They are providing their clinical expertise and their time to help us. We could not offer our program without them.”

Duncan Floyd is the School’s clinical coordinator for audiology and Alayne MacDonald is serving as interim clinical coordinator for SLP. They both see the impact clinical educators have on students first hand. “When students come back from their clinical work, there is a huge difference,” says Duncan. “They are much more relaxed and confident. They are excited to continue working.”

Alayne agrees. “The clinical educators are incredibly kind and generous,” she says. “They go above and beyond; not only taking care of their patient’s needs, but also their student’s needs.”

Jenna MacDonald, a third year mature student, recently completed a slightly unorthodox practicum. “The short story is,” she laughs, “I ended up working with [four] different clinical educators in very different fields.”

Jenna’s unique placement came together after her intended placement fell through and clinicians from the Halifax area stepped up to fill the gap. As a result, she found her time divided among four different specialisations: paediatrics, oncology, swallowing disorders, and aphasia.

Despite the intense experience, Jenna loved it. “I cannot express how appreciative I am of them,” she says, referring to her mentors. “They would take extra time to review my work, they were patient. They allowed a safe space for students to make mistakes and learn.”

Hands-on learning is a fundamental component in the Masters programs. In-class learning and theory is important, but the opportunity to practice their skills in real life is essential. “It’s like a toolbox,” says Jenna, referring to in-class learning. “The theories we learn are the tools, but it’s no good if they just sit on the shelf. You have to use them.”

Alumni play key role in student experience

Many of the clinical educators are Dalhousie alumni. They feel a sense of professional responsibility to the next generation. Cynthia Tompkins is a recently retired audiologist who had been a clinical educator for 34 years. She says the decision came naturally to her. “Working with students has its advantages,” she says. “You think more about what you’re doing and how you’re doing it. I loved my job, and it [felt] good to give back.”

Maureen Merchant, a recently retired SLP, also worked for 34 years with students. She says it’s very much a two way street when it comes to learning. “It keeps us young, and keeps us on top of our game.”

Both Cynthia and Maureen agree students bring fresh ideas to the job. “After a while, they become peers and colleagues,” Maureen says. “The change in them is amazing.”  

The School, founded in 1976, takes pride in the clinical education that is available. The first generation alumni, many of whom have been clinical educators, are now making plans to retire. They have paved the way for subsequent generations of Audiologists and SLPs with the hopes that they too will pass on their knowledge.   

Jenifer Jackson, who graduated from the audiology program in 2014, says she has plans to work as a clinical educator in the future. Her first placement was in Cape Breton, where she worked with rural communities. Her second placement, after third year, was divided between private practice and the hospital.

Jenifer is now an audiologist on Prince Edward Island, and realizes the importance of having a wide range of experiences early in her training. She describes her time working with clinical educators as “well rounded” and it made her appreciate different styles of learning.

“It helped me recognize my strengths…and my own growth,” she says. “I see myself becoming [a clinical educator] as well. I always want to give back.”