LM322 - Improving Student-Preceptor Experiences in Clinical Training: Program Improvement Project for Audiology Programs Informed by Stakeholder Feedback

Abstract: Effective student–preceptor relationships are vital to clinical education, yet unclear roles and communication challenges often hinder success. This project assessed perceptions of these relationships within a Doctor of Audiology program in South Louisiana. A mixed-methods survey gathered input from students and current/past preceptors, exploring ideal qualities, expectations, and supervisory experiences. Analysis revealed mismatched expectations and limited role clarity. In response, new protocols were developed, including expectation-setting guides and a faculty/preceptor advisory board. Engaging both groups led to actionable improvements and a more supportive learning environment, offering a model for institutions seeking to enhance clinical training and collaboration.

Summary: Clinical education is foundational to preparing competent audiologists, yet the student–preceptor relationship remains underexamined in audiology-specific contexts. This program improvement project addresses a critical gap by evaluating the perceptions of both students and preceptors within a Doctor of Audiology (Au.D.) program in South Louisiana. Using a mixed-methods survey design, the study explored ideal qualities, expectations, and barriers to effective clinical education from both stakeholder groups. The originality of this work lies in its dual-perspective approach, which allowed for direct comparison of student and preceptor responses—an uncommon methodology in clinical education research.

Quantitative analysis revealed alignment in some areas, such as the shared prioritization of professionalism in students and agreement on the evolving impact of precepting on workload. However, key discrepancies emerged: students most valued constructive feedback from preceptors, while preceptors emphasized role-modeling evidence-based practice. Similarly, students identified misaligned expectations as a major barrier, whereas preceptors cited time constraints outside of direct patient care. These findings underscore the need for clearer communication and mutual understanding in clinical placements.

Qualitative data further illuminated these gaps. Students expressed a desire for more structured feedback and clearer expectations, while preceptors requested better insight into student skill levels and protected time for supervision. These themes informed the development of targeted interventions, including clinical goal-setting forms, a faculty–preceptor advisory board, and anonymous feedback channels. These changes were designed to foster transparency, collaboration, and adaptability in clinical education.

The relevance of this project is underscored by its focus on audiology, a field often grouped with speech-language pathology in educational research despite differing clinical structures and supervisory needs. By centering the unique experiences of Au.D. students and their preceptors, this study contributes discipline-specific insights that can inform broader improvements in clinical training.

Instructional Level: This submission is best suited for the Intermediate instructional level. It assumes foundational knowledge of clinical education principles and supervisory models, but introduces novel data-driven strategies for improving student–preceptor relationships. Attendees with experience in clinical instruction or program administration will benefit from the actionable takeaways and evidence-informed recommendations.

The overall quality of the project is reflected in its rigorous methodology, thoughtful analysis, and practical applications. Engagement is enhanced through relatable stakeholder voices and clear connections between data and programmatic change. Concrete takeaways include the implementation of goal-setting tools, advisory structures, and feedback mechanisms—all of which are replicable across institutions.

The scientific and clinical impact of this work lies in its potential to improve student learning outcomes, enhance preceptor satisfaction, and strengthen the overall quality of clinical education. By addressing misalignments and fostering collaboration, the project offers a scalable model for other audiology programs seeking to refine their clinical training environments.

Brief Summary of Clinical Takeaways: The clinical takeaway for this session is a deeper understanding of how improved student–preceptor relationships and structured feedback protocols can enhance clinical training experiences, ultimately leading to more confident, competent audiology practitioners and better patient care.

Assumptions: Attendees should have basic knowledge of clinical education and supervisory roles. Familiarity with feedback strategies and audiology training models will support deeper engagement with the session’s focus on improving student–preceptor relationships