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Effective Clinical Teaching Strategies in Audiology: A Reflexive Thematic Analysis.

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Title: Effective Clinical Teaching Strategies in Audiology: A Reflexive Thematic Analysis.
Authors: Jedlicka, David P.1,2 David.Jedlicka@va.gov, Mormer, Elaine1
Source: American Journal of Audiology. Mar2026, Vol. 35 Issue 1, p95-103. 9p.
Subject Terms: *Documentation, *Criticism, *Qualitative research, *Occupational roles, *Meetings, *Interprofessional relations, *Health occupations students, *Internship programs, *Teaching methods, *Confidence, *Experience, *Students, *Audiology education, *Student attitudes, *Clinical education, *Interpersonal relations, *Teacher-student relationships, *Job performance, Consensus (Social sciences), Thematic analysis, Medical coding, Audiologists, Data analysis software, Social support
Geographic Terms: United States
Abstract: Introduction: Effective clinical education is foundational to developing competent audiologists, yet limited research has explored which specific clinical teaching approaches students perceive as most effective. Much of the existing evidence is drawn from researcher and clinical educator perspectives, rather than student perspectives of effective clinical education approaches. Objective: The purpose of this qualitative research project was to identify themes from clinical teaching strategies that doctor of audiology (AuD) students perceive as most effective during clinical placements with community clinical instructors. Method: Using Braun and Clarke's six-step reflexive thematic analysis framework, open-ended survey responses from 62 AuD students at the University of Pittsburgh were analyzed. Data reflected responses to the question "What teaching strategy(s) used by your clinical instructor most positively impacted your learning this term?" These data were coded and subsequently grouped into themes. Results: Five themes were identified: engaging student thought, independence, productive feedback, supportive approach, and teaching strategies. Many responses revealed overlapping codes across themes, indicating the interconnected nature of effective clinical instruction practices. Conclusions: The most reported effective strategy included a clear pathway to independent learning. Students commonly noted the value of productive feedback and questioning techniques to engage their thinking. The clinical instructor's openness and support were highly valued, as was intentional explanation and modeling of clinical skills. The components of effective clinical instruction identified in this study align with durable themes that emerged in prior research on clinical education across health professions. Students felt that the most effective clinical teaching strategies incorporate aspects from the five identified themes. Although these themes may help guide better clinical teaching approaches, individual student needs and the most effective clinical education strategies will vary for each student. These findings can be incorporated into audiology clinical instructor training and practices, ensuring clinical education strategies that align with student learning needs. Supplemental Material: https://doi.org/10.23641/asha.31049815 [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Audiology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Effective Clinical Teaching Strategies in Audiology: A Reflexive Thematic Analysis.
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Audiology%22">American Journal of Audiology</searchLink>. Mar2026, Vol. 35 Issue 1, p95-103. 9p.
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  Data: Introduction: Effective clinical education is foundational to developing competent audiologists, yet limited research has explored which specific clinical teaching approaches students perceive as most effective. Much of the existing evidence is drawn from researcher and clinical educator perspectives, rather than student perspectives of effective clinical education approaches. Objective: The purpose of this qualitative research project was to identify themes from clinical teaching strategies that doctor of audiology (AuD) students perceive as most effective during clinical placements with community clinical instructors. Method: Using Braun and Clarke's six-step reflexive thematic analysis framework, open-ended survey responses from 62 AuD students at the University of Pittsburgh were analyzed. Data reflected responses to the question "What teaching strategy(s) used by your clinical instructor most positively impacted your learning this term?" These data were coded and subsequently grouped into themes. Results: Five themes were identified: engaging student thought, independence, productive feedback, supportive approach, and teaching strategies. Many responses revealed overlapping codes across themes, indicating the interconnected nature of effective clinical instruction practices. Conclusions: The most reported effective strategy included a clear pathway to independent learning. Students commonly noted the value of productive feedback and questioning techniques to engage their thinking. The clinical instructor's openness and support were highly valued, as was intentional explanation and modeling of clinical skills. The components of effective clinical instruction identified in this study align with durable themes that emerged in prior research on clinical education across health professions. Students felt that the most effective clinical teaching strategies incorporate aspects from the five identified themes. Although these themes may help guide better clinical teaching approaches, individual student needs and the most effective clinical education strategies will vary for each student. These findings can be incorporated into audiology clinical instructor training and practices, ensuring clinical education strategies that align with student learning needs. Supplemental Material: https://doi.org/10.23641/asha.31049815 [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Journal of Audiology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192148332
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        Value: 10.1044/2025_AJA-25-00175
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        Text: English
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      – SubjectFull: Audiologists
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      – TitleFull: Effective Clinical Teaching Strategies in Audiology: A Reflexive Thematic Analysis.
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              Text: Mar2026
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