An E-Supervision Model: Videoconferencing as a Clinical Training Tool

Communication Disorders Quarterly

Volumn 25, Issue 3, 2004, Pages 145-151

  Dudding, Carol C ^a   Justice, Laura M ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34248713273     PISSN: 15257401     EISSN: None     Source Type: Journal    
DOI: 10.1177/15257401040250030501     Document Type: Article

References (8)

1. American Speech-Language-Hearing Association. (2000). ASHA's game plan for 2001–2003: Focused initiatives. ASHA Leader, 6(3), 1, 11.
2. American Speech-Language-Hearing Association. (2001). Responding to the changing needs of speech-language pathology and audiology students in the 21st century (Briefing paper). Retrieved November 11, 2000, from http://www.asha.org/students/changing.htm
3. Bull, G. (2000). Videoconferencing at UVA. Retrieved February 18, 2000, from http://www.itc.virginia.edu/netsys/videoconf
4. Busacco, D. (2001). Learning at a distance: Technology and the new professional. ASHA Leader, 6(2), 4–5, 9.
5. Dudding, C. (2004). Perceptions of the use of videoconferencing for supervision: Differences among graduate clinicians. Unpublished doctoral dissertation, University of Virginia, Charlottesville.
6. Gammon, D., Sorlie, T., Bervik, S., & Sorenson, T. (1998). Psychology supervision conducted via videoconferencing: A qualitative study of users' experiences. Nordic Journal of Psychiatry, 52, 411–421.
7. Hallett, T. (2001). The impact of technology on teaching clinical practice and research. The ASHA Leader, 7(11), 4.
8. Merkel, M. (2001). Distance supervision. Advance Magazine for Speech Language Pathologists and Audiologists, 11(30), 4.