Andragogy: Application to graduate student speech language pathology program clinical supervision

This study investigates the clinical practicum experiences of graduate speech-language pathology students, focusing on their perceptions of supervision and how it aligns with adult learning theories, specifically Andragogy, as posited by Knowles. The implications for the practical application of this research are significant, as they may lead clinical educators to improve supervision practices and ensure effective learning environments for future clinicians. This qualitative case study used semi-structured interviews with seven graduate speech-language pathology students who had completed their first clinical practicum rotation. Data were analyzed using thematic and categorical analysis through axial and selective coding to identify key themes related to the supervision process. The analysis revealed four key themes: favorable and unfavorable characteristics of clinical supervision, emotional responses to supervision, gaps between student expectations and reality, and the role of feedback in learning. These findings aligned with Knowles' adult learning theory, demonstrating that students benefited most from supervision models that integrated self-directed learning and reflection. The findings suggest that clinical supervision models incorporate elements of adult learning theory to better meet the needs of graduate students. This research highlights the importance of structured feedback and self-reflection in the supervision process, offering actionable insights for clinical educators.