Duluth, MN 55812
Phone: (218) 726–7974;
Fax: (218) 726–8693
Off-Campus Supervisors and Grading Clinical Performance:
Supervisors are asked to grade student performance at the mid-term and at the end of a clinical placement. As a student progresses through the clinical experience, it is expected that their level of independence will increase.
STEP ONE: Complete the Clinical Education Grading Protocol: The clinic instructors in the CSD Program use a grading protocol based on Program Learning Objectives and ASHA 2014 Certification Standards. Students completing clinical courses on campus will access the protocol via a Web-based tracking system. For 2014-2015, students completing off-campus courses will use a paper version of the UMD CSD Grading Protocol. Information on that grading protocol is available under Off-Campus Supervisor Resources.
Four Categories. The grading protocol divides skills into four categories.
A student' proficiency in clinical performance is determined in part by the average rating of performance in each of these categories.
Sliding-Scale system, depending on student experience. The grading protocol uses a 5-point scale that matches intern performance to numeric values. These values correspond to the level of collaborative competence versus the level of dependency the intern has for the clinic instructor to guide all clinical activity.
Rating Scale ( use with permission from calipsoclient.com, 2014):
The grading scale is adjusted to the course in which the student is enrolled, reflecting the experience level of the student intern. Off-campus internships use the following scale:
*A grade of B– or lower and/or instructor concern of intern performance will result in initiation of the Remediation Procedures.
STEP THREE: Send the protocol to the university liaison for the student’s records.
What does it mean to have increased proficiency in clinic?
As a student demonstrates increased proficiency, this means they are being pro-active in getting what they need to help their client; they are seeking out the resources and the professional support from their course instructor to provide the best service to their client.
As a student intern gains experience, the expectation is they will increase their independence in case management. Sometimes students confuse the expectation of increased independence and proficiency with definition of increased “isolation”. Proficiency is not about "going it alone". Interns who do not consult with their clinic supervisors are NOT demonstrating independence; instead, they are isolating themselves and not using pro-active problem solving in seeking out the expert support in the program.
Interns are NOT expected to manage their caseload in isolation and to the exclusion of their clinic instructor; rather, interns are to demonstrate increased independence in initiating collaboration and coordination of client care.