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Evaluating Clinical Supervision in Speech-Language Pathology Undergraduate Programs: Development and Validation of a Graduate Survey

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Title: Evaluating Clinical Supervision in Speech-Language Pathology Undergraduate Programs: Development and Validation of a Graduate Survey
Language: English
Authors: Ana Pellicer-Magraner (ORCID 0000-0002-9664-7858), Miriam Zarzo-Benlloch (ORCID 0000-0001-7775-7069), Alejandra Ester Jiménez-García (ORCID 0009-0002-0502-7459), José F. Cervera-Mérida (ORCID 0000-0002-9345-0929)
Source: International Journal of Language & Communication Disorders. 2026 61(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Clinical Teaching (Health Professions), Supervision, Speech Language Pathology, Allied Health Occupations Education, Undergraduate Study, Program Development, Program Validation, Graduate Students, Student Attitudes, Internship Programs, Foreign Countries, Supervisory Methods, Personal Autonomy, Feedback (Response), Therapy, Quality Assurance, Clinical Experience
Geographic Terms: Spain
DOI: 10.1111/1460-6984.70286
ISSN: 1368-2822
1460-6984
Abstract: Background: Clinical supervision is a key component in the professional development of speech-language pathology students. However, little is known about the quality of supervision in Spanish undergraduate programs, the pedagogical strategies employed, and the extent to which clinical placements meet students' expectations for competency development. Aims: To evaluate clinical supervision during pre-professional internships in Speech-Language Pathology degrees in Spain from the perspective of graduates, analyzing the most valued aspects, areas for improvement, and the gap between lived experience and perceived importance. Methods & Procedures: A total of 503 graduates completed a 20-item questionnaire assessing experience and perceived importance across five dimensions: supervisory strategies, supervisory style, autonomy, feedback, and therapeutic context. The instrument underwent content validation, internal consistency analysis, test--retest reliability, exploratory factor analysis, and comparisons between experience and importance. Outcomes & Results: All importance ratings were significantly higher than experience ratings (p < 0.001). The largest discrepancies were observed in feedback and therapeutic context, followed by supervisory style and strategies; autonomy showed a smaller but still significant gap. Only 32% of participants felt professional at the end of their internships. Healthcare and social-healthcare settings were rated higher than educational settings. Conclusions & Implications: Results highlight a systematic mismatch between what graduates experienced and what they consider essential for high-quality training. Improving clinical placements requires strengthening structured and reflective feedback, promoting rich and interprofessional learning environments, and adjusting supervisory style and strategies to levels of student autonomy. Findings support the implementation of evidence-based supervision models to enhance clinical training in speech-language pathology.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1512451
Database: ERIC
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Ana+Pellicer-Magraner%22&quot;&gt;Ana Pellicer-Magraner&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-9664-7858&quot;&gt;0000-0002-9664-7858&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Miriam+Zarzo-Benlloch%22&quot;&gt;Miriam Zarzo-Benlloch&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0001-7775-7069&quot;&gt;0000-0001-7775-7069&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Alejandra+Ester+Jim&#233;nez-Garc&#237;a%22&quot;&gt;Alejandra Ester Jim&#233;nez-Garc&#237;a&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0009-0002-0502-7459&quot;&gt;0009-0002-0502-7459&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Jos&#233;+F%2E+Cervera-M&#233;rida%22&quot;&gt;Jos&#233; F. Cervera-M&#233;rida&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-9345-0929&quot;&gt;0000-0002-9345-0929&lt;/externalLink&gt;)
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  Data: Wiley. Available from: John Wiley &amp; Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1111/1460-6984.70286
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  Data: 1368-2822&lt;br /&gt;1460-6984
– Name: Abstract
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  Data: Background: Clinical supervision is a key component in the professional development of speech-language pathology students. However, little is known about the quality of supervision in Spanish undergraduate programs, the pedagogical strategies employed, and the extent to which clinical placements meet students&#39; expectations for competency development. Aims: To evaluate clinical supervision during pre-professional internships in Speech-Language Pathology degrees in Spain from the perspective of graduates, analyzing the most valued aspects, areas for improvement, and the gap between lived experience and perceived importance. Methods &amp; Procedures: A total of 503 graduates completed a 20-item questionnaire assessing experience and perceived importance across five dimensions: supervisory strategies, supervisory style, autonomy, feedback, and therapeutic context. The instrument underwent content validation, internal consistency analysis, test--retest reliability, exploratory factor analysis, and comparisons between experience and importance. Outcomes &amp; Results: All importance ratings were significantly higher than experience ratings (p &lt; 0.001). The largest discrepancies were observed in feedback and therapeutic context, followed by supervisory style and strategies; autonomy showed a smaller but still significant gap. Only 32% of participants felt professional at the end of their internships. Healthcare and social-healthcare settings were rated higher than educational settings. Conclusions &amp; Implications: Results highlight a systematic mismatch between what graduates experienced and what they consider essential for high-quality training. Improving clinical placements requires strengthening structured and reflective feedback, promoting rich and interprofessional learning environments, and adjusting supervisory style and strategies to levels of student autonomy. Findings support the implementation of evidence-based supervision models to enhance clinical training in speech-language pathology.
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      – SubjectFull: Clinical Teaching (Health Professions)
        Type: general
      – SubjectFull: Supervision
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      – SubjectFull: Speech Language Pathology
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