PP207 - Perceived Characteristics of Clinical Preceptors: An Audiology Student Perspective

Abstract: This poster describes findings from a qualitative study exploring Doctor of Audiology (Au.D.) students’ perspectives on characteristics they value in clinical preceptors. Focus groups, segmented by stage of clinical experience (on-campus vs. off-campus), gathered in-depth insights regarding characteristics, teaching styles, feedback, professionalism, and support. Thematic analysis is being used to identify common themes and patterns across participants. Emerging outcomes include a clearer understanding of student-defined perceptions of preceptorship, guidance for preceptor development and training, and foundational insights to inform future projects.

Summary: The objective of this study is to explore Doctor of Audiology (Au.D.) students’ perspectives on the characteristics and behaviors they value in clinical preceptors.

Preceptors are central to the clinical education of health professions students, yet relatively little is known about this experience from the student perspective in audiology. Most of the existing evidence comes from nursing, medicine, and pharmacy. Across these fields, students consistently value preceptors who provide constructive feedback, actively engage them in learning, encourage independence, and model professionalism (Huggett et al., 2008; O’Sullivan et al., 2015; Young et al., 2014).

Positive preceptor–student relationships are strongly linked to better learning outcomes, including higher confidence, stronger professional identity, and greater satisfaction with training (Alhassan et al., 2024; Baird et al., 2016; Bates et al., 2013). Conversely, students report dissatisfaction when preceptors show limited engagement, communicate poorly, or provide inadequate supervision (Al-Arifi, 2018; Harth et al., 1992). Clear expectations, structured orientation, and opportunities for independent patient care are also highlighted as essential elements of effective clinical learning (Adnan et al., 2024; Salminen et al., 2016).
Despite these insights, there is a notable lack of research on audiology students’ perspectives of preceptors. Given that audiology training depends heavily on clinical experiences for developing competency and independence, understanding what qualities students find most valuable in a preceptor is critical. The current study will address this gap by thematically analyzing audiology students’ perceptions of effective preceptors, with the goal of informing strategies to strengthen clinical education and preceptor development.

This qualitative study employs a focus group design with thematic analysis. Two focus groups are being conducted, segmented by stage of clinical experience: Group 1 includes students engaged in on-campus clinical rotations (novice), and Group 2 includes students participating in off-campus clinical internship rotations (experienced). Each session involves 5–10 participants and lasts approximately 60 minutes. A neutral (non-Audiology) moderator guides the semi-structured discussions focused on preceptor characteristics, teaching methods, feedback styles, professionalism, and strategies for student support.
Sessions are recorded via secure Zoom, transcribed verbatim, and analyzed using thematic analysis. Coding is being used to identify recurring patterns and generate overarching themes and subthemes. Data triangulation and member checking are incorporated to enhance reliability and validity.

Data collection and analysis are ongoing, with completion expected by January 2026. Preliminary review suggests emerging themes related to communication and feedback, teaching and supervision styles, professional role modeling, and support for student independence. Final results will compare perspectives of novice (on-campus) and advanced (off-campus) students, with key themes and representative quotes to be presented.

Findings from this study are anticipated to provide valuable insight into audiology students’ perceptions of preceptorship and how those perceptions evolve with clinical experience, addressing a gap in the literature. The results will inform strategies to improve clinical education and preceptor training, promote more effective student–preceptor relationships, and enhance overall clinical learning outcomes. This research will ultimately strengthen clinical learning experiences, enhance the quality of audiology education, and underscore the importance of intentional, evidence-based approaches to clinical education.