Flexible Supervision Model for Clinical Education in a Doctor of Audiology Program

Purpose: Effective clinical supervision is essential to audiology education, ensuring student development and high-quality patient care. This report describes the implementation of a flexible supervision model in a doctor of audiology program at Purdue University. Method: The model integrates individual, paired, and case-based methods to align supervision with learner readiness and programmatic demands. Individual supervision provides intensive feedback and skill development but requires significant resources, such as clinical faculty members, to adequately provide education. Paired supervision, especially across cohorts, supports peer learning, leadership, and collaboration while introducing challenges such as uneven workload. Case-based learning supplements patient encounters, connecting theory to practice while targeting specific competencies. A survey was conducted to gather qualitative information from students about their perspectives on various types of supervision. Results: Survey feedback ( N = 24) indicated that students felt confident in diagnostic, counseling, and patient interaction skills, though communication and role balance required attention. Conclusions: Strategies, including clear role definitions, structured mentorship, and opportunities for reflection, were incorporated to address these concerns. This flexible model demonstrates how deliberate, adaptable supervision can foster student competence while supporting faculty efficiency in clinical education.