Speech-language pathology students’ experiences of viewing clinicians learning a new skill: A thematic analysis

Background Gaining competency in a clinical practice such as speech-language pathology requires more than studying anatomy or learning about disorders: Students are often required to gain skills intersecting their self-perceptions, levels of confidence, trust in practice educators, and willingness to be vulnerable while learning. Yet, limited research has investigated students’ perceptions of error recovery processes in practice education, and demonstrations often focus on best-practice behaviours which may contribute to students’ perceptions or interpretations of deficits in their own skill. Aims This study aims to explore information, processes and behaviours speech-language pathology students attended to when observing clinicians learning a new skill. Methods & Procedures: This qualitative study used in-person and online workshops in which students discussed concepts, watched videos and reflected on video content. Fifteen speech-language pathology students aged 17–50 ( m  = 21, SD  = 8.17) participated from a university in Australia. Workshop discussions were thematically analysed. Outcomes & Results: Three major themes were generated, including (1) Clinicians gradually learned how to use a new tool properly; (2) Clinicians were person-centered as skills were applied flexibly as every client is different; and (3) Workplace culture plays a role in skill acquisition. Conclusions & Implications: The themes are indicative of the importance of valuing flexibility in administering therapy, acceptance of mistakes, and the key role person-centeredness plays in practicing new skills. Practice educators may wish to use these insights in guiding their students’ attentional focus when undertaking clinical observation and practice, while also considering psychological and emotional strategies aiding student development.