Speech-Language Pathology

Clinical Handbook

2021 – 2022

Department of Rehabilitation Sciences

College of Health Professions

1
 Table of Contents
SECTION ONE – INTRODUCTION ............................................................................................................................................................... 4
WELCOME ...................................................................................................................................................................................................... 4
GENERAL INFORMATION ................................................................................................................................................................................ 5
MISSION STATEMENT, DEGREE, AND OBJECTIVES.......................................................................................................................................... 7
PROFESSIONAL ASSOCIATION ........................................................................................................................................................................ 9
PROGRAM FACULTY AND STAFF ................................................................................................................................................................... 11
SECTION TWO – CLINICAL EDUCATION ................................................................................................................................................... 12
SLP CURRICULUM ......................................................................................................................................................................................... 12
CLINICAL EDUCATION ................................................................................................................................................................................... 13
CLINICAL ROTATION PROGRESSION ............................................................................................................................................................. 16
CLINICAL HOURS ........................................................................................................................................................................................... 17
CLINICAL EDUCATION PROCESS .................................................................................................................................................................... 19
POLICY FOR GRADING CLINICAL PERFORMANCE .......................................................................................................................................... 19
CONFIDENTIALITY AND PROFESSIONAL CONDUCT ....................................................................................................................................... 22
CORE PROFESSIONAL SKILLS ......................................................................................................................................................................... 23
CONFLICT MANAGEMENT ............................................................................................................................................................................ 24
CLINICAL EDUCATION ATTENDANCE ............................................................................................................................................................ 25
STUDENT CLINICIAN DRESS CODE ................................................................................................................................................................. 26
CLINICAL DOCUMENTATION ........................................................................................................................................................................ 28
STUDENT SIGNATURES ON CHARTS, DOCUMENTS, EMAILS ......................................................................................................................... 28
GUIDELINES FOR MEDICAL DOCUMENTATION ............................................................................................................................................. 28
APPOINTMENTS AND BILLING ...................................................................................................................................................................... 29
STUDENT CLINICAL EDUCATION FILES .......................................................................................................................................................... 30
STUDENT SUPPLIES ....................................................................................................................................................................................... 30
STUDENT HEALTH INSURANCE ..................................................................................................................................................................... 30
PROFESSIONAL LIABILITY INSURANCE .......................................................................................................................................................... 30
HEALTH EDUCATION..................................................................................................................................................................................... 31
HEALTHCARE DOCUMENTATION.................................................................................................................................................................. 31
CPR TRAINING............................................................................................................................................................................................... 32
RESPIRATORY MASK FIT TESTING ................................................................................................................................................................. 32
BACKGROUND CHECKS AND DRUG TESTING ................................................................................................................................................ 33
GUIDELINES FOR CLINICAL EDUCATORS ................................................................................................................................................. 34
CLINICAL EXTERNSHIP EXPERIENCE .............................................................................................................................................................. 35
HEARING SCREENINGS.................................................................................................................................................................................. 37
CLINICAL EDUCATION HOURS ....................................................................................................................................................................... 37
SECTION THREE – REGULATORY LINKS AND RESOURCES ASHA................................................................................................................ 38
LINKS AND RESOURCES................................................................................................................................................................................. 38
STATEMENT ON ACADEMIC HONESTY AND STUDENT CONDUCT ................................................................................................................. 38
SECTION FOUR – SITE AND CLINICAL EDUCATOR INFORMATION ............................................................................................................ 41
ROLE OF CLINICAL EDUCATOR / CLINICAL EDUCATOR ................................................................................................................................... 41
OFF-CAMPUS CLINICAL EDUCATION SITE INFORMATION .............................................................................................................................. 41
SPEECH-LANGUAGE PATHOLOGY PROGRAM CLINICAL SITE INFORMATION FORM ..................................................................................... 43
PARTIAL LISTING ~ CLINICAL EDUCATION SITES* .......................................................................................................................................... 47
SECTION FIVE – CHECKLISTS, TEMPLATES, REFERENCE DOCUMENTS & FORMS....................................................................................... 49
CLINICAL EDUCATION ORIENTATION CHECKLIST .......................................................................................................................................... 50
SLP CLINICAL ROTATION EXPECTATIONS TEMPLATE .................................................................................................................................... 51
STUDENT ABSENCE / ABSENCE REQUEST FORM ........................................................................................................................................... 52
2
 CHART REVIEW NOTES TEMPLATE ................................................................................................................................................................ 53
STUDENT CLINICAL ACTIVE OBSERVATION FORM ........................................................................................................................................ 54
DAILY CLINICAL EVALUATION ............................................................................................................................................................................... 55
WEEKLY CLINICAL EVALUATION ............................................................................................................................................................................ 57
CALIPSO – CLINICAL PERFORMANCE SUMMARY .......................................................................................................................................... 59
CALIPSO – STUDENT PERFORMANCE EVALUATION ...................................................................................................................................... 60
CALIPSO – CLOCK HOUR LOG FORM ............................................................................................................................................................. 63
CALIPSO – CLOCK HOUR EXPERIENCE RECORD ............................................................................................................................................. 64
CALIPSO – OFF CAMPUS PLACEMENT EVALUATION ..................................................................................................................................... 65
CALIPSO – SUPERVISOR/CLINICAL EDUCATOR FEEDBACK FORM ................................................................................................................. 67
MUSC EXCELLENCE STANDARDS OF BEHAVIOR ............................................................................................................................................ 70
SECTION SIX – POLICY AND PROCEDURES ................................................................................................................................................ 71
PROTECTED HEALTH INFORMATION – PATIENT IDENTIFIERS ....................................................................................................................... 72
POLICY FOR REPORTING SUSPECTED ABUSE ................................................................................................................................................ 73
POLICY FOR RADIATION EXPOSURE .............................................................................................................................................................. 73
SOCIAL MEDIA GUIDELINES .......................................................................................................................................................................... 73
MUSC HEALTH – POLICIES AND PROCEDURES .............................................................................................................................................. 75
THANK YOU! ................................................................................................................................................................................................. 76

3
 SECTION ONE – INTRODUCTION

WELCOME

Welcome to The Medical University of South Carolina and the College of Health Professions. This is a new and
exciting time for you, as well as for the faculty, staff, and clinical educators who will work closely with you
during your graduate experience.

The Master of Science (M.S.) education program in speech-language pathology at the Medical University of
South Carolina is an Applicant for Candidacy by the Council on Academic Accreditation in Audiology and
Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association, 2200 Research
Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296- 5700

This is a six-semester program with clinical experience commencing at MUSC clinics during the first semester
and progressing each semester to a full-time externship during your final semester prior to graduation. Clinical
education is an integral part of your preparation for professional practice.

This Clinical Education Handbook was developed to help you become acquainted with policies and
procedures for your clinical education experiences. Each semester, the Director of Clinical Education and your
clinical educator will also provide you with site specific information.

If you have questions at any time regarding your clinical education, please schedule an appointment with me. I
look forward to working with each of you. At MUSC, we are committed to providing exceptional clinical
experiences that will foster professional growth.

Lori-Ann Ferraro, MA, CCC-SLP

SLP Director of Clinical Education
Division of Speech-Language Pathology
Department of Rehabilitation Sciences
College of Health Professions
Medical University of South Carolina
[email protected]

DISCLAIMER
The Clinical Education Handbook is a resource intended for MUSC students, faculty, and clinical educators. The
Division reserves the right to add, amend, delete, or deviate from any specifications in the manual at any time and to
apply such changes to registered and accepted students. Students are responsible for reading this handbook, the SLP
Program Student Handbook, the CHP Student Policies & Procedures Manual, and the MUSC Bulletin. Students are
responsible for adhering to Department, Division, College, and University policies and regulations, as well as those
outlined by practicum sites.

4
 GENERAL INFORMATION

Medical University of South Carolina (MUSC)

Founded in 1824 as the first school of medicine in the southeastern U.S., MUSC is now the core of the state’s
largest medical complex and the largest employer in the metropolitan Charleston area with nearly 13,000
employees. A freestanding academic health center, MUSC is the only tertiary/quaternary care referral center
in South Carolina for a statewide population of about 4.7 million people.

MUSC’s major components are the MUSC Medical Center and six colleges: Medicine, Pharmacy, Nursing,
Graduate Studies, Health Professions, and Dental Medicine. The Medical University of South Carolina is fully
accredited by the Southern Association of Colleges and Schools (SACS) to award bachelor, master, doctoral
and professional degrees. The Joint Commission on Accreditation of Healthcare Organizations and numerous
national, professional and specialized accrediting bodies provide additional accreditations. The teaching
faculty on campus consists of ~1,200 full-time and >200 part-time members. MUSC offers professional
education at undergraduate, graduate and postgraduate levels appropriate to the healthcare disciplines,
awarding about 900 degrees annually with enrollment of more than 2,500 degree-seeking students.

College of Health Professions (CHP)

With over 50 years of history educating thousands of students for the state of South Carolina and beyond, the
College of Health Professions is a national leader in education, intellectual discovery, and research. Located in
beautiful Charleston on the campus of the historic and nationally recognized Medical University of South
Carolina (MUSC), our College advances student learning through a nationally recognized faculty, by
promoting diversity, and by constantly assessing our programs and activities to better serve our students, our
community, and the world at large.

Among the College’s most significant developments is the building of a state-of-the-art complex that allows us
to take advantage of recent advances in educational technology and growth opportunities for research by
faculty and students. Our classrooms are designed to enhance student learning through the use of cutting-
edge educational technologies. The College of Health Professions leads the way in the use of advanced
educational technology.

The College’s staff is student-focused and maintains the highest standards of service through ongoing
education and development. Our staff makes the College special in so many ways, but particularly in their
care for student’s welfare. Our College continues to focus on recruiting a diverse and talented student body
that can address the health care needs of the citizens of the state of South Carolina. It is critical that students
of all ages, races and ethnic backgrounds have the opportunity to be educated in our programs, to succeed
and to become leaders shaping the health care environment of the future.

5
Department of Rehabilitation Sciences (DRS)

The Department of Rehabilitation Sciences of the College of Health Professions is the home to the three
rehabilitation-oriented divisions that house professional practice programs, researchers and clinicians. The
newly established Division of Speech-Language Pathology (SLP) that includes Master of Science in Speech-
Language Pathology program joins the long-standing Divisions of Occupational Therapy and Physical
Therapy that include the nationally ranked Occupational Therapy Doctorate and Doctor of Physical Therapy
that are within their respective divisions. The three divisions are collaborating to start an interprofessional
Neurorehabilitation Institute (NRI) with the Medical University of South Carolina Hospital Authority that
integrates clinical care, education, and research in the spring of 2021.

The department includes nearly 30 faculty members and over 330 students, as well as administrative staff for
each program and a dedicated clinical education office of four full-time staff. State-of-the-art classrooms are
dedicated to these programs within the college. Interprofessional education is taken from the classroom into
practice through initiatives like the NRI and the award-winning Community Aid, Relief, Education and Support
(CARES) Therapy Clinic that provide opportunities for students from different professions to work together.
We also have a seed grant program to help further develop collaboration between the divisions in DRS and
other units in the college and university. We strive to fully integrate research, education and clinical practice for
our students and faculty to best serve the people of South Carolina and beyond. This evidence-based
integration will ultimately impact the quality of clinical practice and, ultimately, improve patient care.

Division of Speech-Language Pathology (SLP)

The Division of Speech-Language Pathology is home to the Master of Science in Speech-Language

Pathology program that prepares students to work as a speech-language pathologist (SLP) upon graduation.
While students will be prepared to work across the entire scope of practice, including schools, our program
has an emphasis in medical speech-language pathology. The curriculum is designed to focus on clinical
training. Students are taught foundational knowledge early on and allowed to hone their clinical skills via
interactive classrooms and clinical rotations.

As an academic medical center, MUSC gives students access to top-notch facilities and faculty. Students
have will access to a wide range of clinical experiences. At MUSC, SLPs provide care in both hospital and
outpatient clinic settings to a diverse patient population including pre-term babies in the neonatal intensive
care unit (NICU), inpatients after stroke or traumatic brain injury, and patients with head and neck cancer.
Students will have the opportunity to learn from and work alongside practicing clinicians in a variety of patient
cases throughout the program, including during their didactic course work.

6
 MISSION STATEMENT, DEGREE, AND OBJECTIVES

Mission Statement

The Master of Science in Speech-Language Pathology program will guide students in developing the
knowledge and skills to be successful Speech-Language Pathologists (SLPs) who are well prepared across
the scope of practice, with the knowledge and skills to treat complex medically based communication and
swallowing disorders.

Degree

The Speech-Language Pathology curriculum leads to a Master of Science (M.S.) degree in Speech-Language
Pathology. The program curriculum adheres to CAA standards for program accreditation and is in accordance
with CFCC standards for professional certification. It is organized around specific competencies: diagnosis,
management and treatment of communication, and swallowing disorders; anatomy and physiology; research
methods (including quantitative, qualitative, and single-subject methodologies, as well as evidence-based
practice); interdisciplinary practice; professional issues and ethics, the legal foundations of health care delivery
and practice, and cultural awareness. The program is designed to ensure that graduates possess the
knowledge and abilities to perform competently and proficiently.

Program Objectives

The mission and goals will serve as a guide for all program decisions. All decisions will be made in the best
interest of delivering quality education and readying students for their careers as SLPs. Towards the
program’s mission and goals, the SLP Program will:

• Provide students a quality education, to be evident by high performance on dashboard indices and
evaluated frequently via course assessments (didactic and clinical), student surveys and faculty
retreats.

• Enhance the ability of the graduate to achieve their career goals, demonstrated by certification exam
pass rates, employment outcomes and graduate surveys.

• Emphasize clinical preparedness including clinical checkoffs, active classroom learning, and paired
didactic courses to guide all clinical experiences.

Student Learning Objectives

By the end of the program, students will demonstrate the knowledge and abilities necessary to:

1. Provide high-quality services within the scope of practice of speech-language pathology

2. Apply sound problem-solving and clinical reasoning skills to patient/client diagnosis, treatment, and
management

3. Work in a collegial and effective manner with colleagues and team members to manage
patient’s/client’s communication, cognitive, hearing, and/or swallowing disorders
7
 4. Develop and implement quality control measures and individualized data-based methods to ensure
that diagnostic and rehabilitation services are evidence based when possible

5. Adhere to ASHA’s Code of Ethics

6. Adhere to legal principles and institutional practices applicable to clinical practice with individuals with
disabilities whom we serve in preschool settings, schools, private practices, hospitals, rehabilitation
settings, and long-term care facilities

Evaluation of Mission and Goals

The program faculty will regularly evaluate the congruence of program and institutional missions and
the extent to which the goals are achieved.

The Mission of the Medical University of South Carolina (MUSC):

The Medical University of South Carolina (MUSC) is South Carolina’s only comprehensive academic health
science center. Our purpose is to preserve and optimize human life in South Carolina and beyond. MUSC
provides an interprofessional environment for learning, discovery, and healing through (1) education of
health care professionals and biomedical scientists, (2) research in the health sciences, and (3) provision of
comprehensive health care.

The Mission of the College of Health Professions (CHP):

As a college dedicated to educating a diverse range of health professionals, we benefit our students, the
University, and the community through our synergistic approach to creating new knowledge and expertise.
Through interprofessional collaboration and innovation, we enrich the learning environment, increase our
capacity to conduct research, and augment our ability to provide service. We are a dynamic and responsive
college that generates solutions and contributes to the overall health and well-being of the citizens of our
state and beyond.

The SLP program will annually review the alignment of the program’s mission, the College’s mission, and the
University’s mission. This will occur as part of the annual program review conducted at the Annual
Retreat. Additional evaluation will occur whenever there are proposed modifications to any of the missions.

Revisions will be made as needed. The program's mission and goals will also be reviewed and revised
periodically to meet SACSCOC (regional accreditation) requirements (to ensure the program’s mission and
goals are aligned with the university’s) and when any changes to the mission or goals of the College or
University are proposed.

The Program Outcomes and Student Learning Outcomes will serve as annual guideposts for the fulfillment
of program mission and goals. Specifically, these are:

• Program Outcome (PO)

o PO1: The program performs well on dashboard indices of quality education

8
 § Metric 1: Percentage of courses that students rate ≥ 4.0 (on 1-5 scale) for course
effectiveness. Threshold: Students will rate at least 90% of courses ≥ 4.0 for course
effectiveness.

§ Metric 2: Percentage of students that graduate in 2 years (the specified program

length). Threshold: At least 80% of students will complete the program within the 2-
year published program length.

o PO2: The program enhances the ability of the graduate to achieve their career goals.

§ Metric 1: First-time pass rate on the Praxis Examination in Speech-Language

Pathology certification exam. Threshold: At least 90% of students will pass the Praxis
Examination the first time.

§ Metric 2: Percent of graduates who are employed 1 year after graduation. Threshold:
At least 95% of students, seeking employment, will be employed 1 year after
graduation.

• Student Learning Outcomes (SLO):

o SLO1: Students will demonstrate clinical competency.

§ Metric 1: 90% of students will achieve adequate or higher on their final clinical skills
check off.

§ Metric 2: 90% of students will achieve adequate or higher on their final clinical
externship report per the clinical externship rubric.

o SLO 2: Students will demonstrate content knowledge.

§ Metric 1: 90% of students will achieve a passing grade on their comprehensive exam
in their fifth semester Professional Issues: Comprehensive Exam course.

§ Metric 2: 90% of students will achieve at least adequate on their Capstone project per
the project rubric.

PROFESSIONAL ASSOCIATION

The American Speech-Language-Hearing Association (ASHA)

ASHA is the national professional, scientific, and credentialing association for members and affiliates who are
audiologists, speech-language pathologists, speech, language, and hearing scientists, audiology and speech-
language pathology support personnel, and students. ASHA has been the guardian of the professions since
1926 and initiated the development of national standards for the profession.

9
The Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA)

The CAA serves the public by promoting excellence in the graduate education of audiologists and speech-
language pathologists. Through a peer review process, the CAA establishes accreditation standards and
facilitates continuous quality improvement of the programs it accredits. Graduates of CAA-accredited and
candidate programs are educated in a core set of skills and knowledge required for entry into independent
professional practice. The CAA is committed to quality and dedicated to audiology and speech-language
pathology programs’ success in preparing future professionals.

Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology

Praxis Examination

Information about the Praxis examination and the application process can be obtained from ASHA,
information can be requested by mail, by phone or you can click here to find Praxis information on the ASHA
website. The National Testing Service establishes dates for the administration of Praxis II-Speech/Language
Pathology. The Praxis needs to be taken before application for CCC.

American Speech-Language-Hearing Association (ASHA)

10801 Rockville Pike

Rockville, MD 20852-3279

ASHA Action Center: Members 1-800-498-2071, Non-members 1-800-638-8255

For information about and registration for the Praxis Tests, go to the Educational Testing Service (ETS)
website, and link to Praxis II.

Students are required by the SLP program to 1) report when they register for the Praxis, 2) have the ETS send
a copy of Praxis scores to the SLP program. The reason why we ask students to send Praxis scores to the
SLP program is that CAA requires the program to have pass rates as part of program assessment.
MUSC’s ETS code number is #A5407.

Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC)

The CFCC defines the standards for clinical certification and process for applying those standards in the
certification of individuals. The CFCC ensures standards promote ethical and excellency in practice and
proactively communicates standards and policies to ensure transparency.

2020 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-
Language Pathology

Clinical Education for the SLP program at MUSC is designed to meet or exceed the accreditation
standards for the program (CAA) and the certification standards of program graduates (CFCC).

10
 PROGRAM FACULTY AND STAFF

**PHOTOS AND CONTACT INFORMATION TO BE ADDED.

11
 SECTION TWO – CLINICAL EDUCATION

SLP CURRICULUM

YEAR 1

FALL SPRING SUMMER

Credit Credit Credit
Course Name Course Name Course Name
Hours Hours Hours
Professional Issues: Practice Settings Professional Issues: Multicultural
Professional Issues: Ethical Conduct 1 1 1
& Reimbursement Communication
Clinical Rotation 1 1 Clinical Rotation 2 3 Clinical Rotation 3 3
Clinical Rotation Didactic 1 1 Clinical Rotation Didactic 2 1 Clinical Rotation Didactic 3 1
Adult Swallowing 5 Voice 5 Articulation and Phonology 3
Neurogenic Language 4 Motor Speech 2 Childhood Language: Birth to 5 3
Cognitive Aspects of Communication 2 Assessment 2 Childhood Language: School-Age 3
Evidence-Based Practice 1 Patient Care Management 2 Social Aspects of Communication 1
IP Foundations & TeamSTEPPS 1
Semester Total 15 Semester Total 17 Semester Total 15

YEAR 2

FALL SPRING SUMMER

Credit Credit Credit
Course Name Course Name Course Name
Hours Hours Hours
Professional Issues: Accreditation,
Professional Issues: Comprehensive
Certification, Licensure, Specialty, & 1 1 Clinical Externship 9
Exam
Advocacy
Clinical Rotation 4 3 Clinical Rotation 5 3 Clinical Externship Didactic 1
Clinical Rotation Didactic 4 1 Clinical Rotation Didactic 5 1
Tracheostomy and Ventilator-
1 Communication Modalities 1
Dependent Patient Care
Head and Neck Cancer 2 Hearing 3
Craniofacial Anomalies & Genetic
1 Fluency 2
Syndromes
Pediatric Swallowing 2
Introduction to Research Methods in
2
Speech-Language Pathology
IP Teamworks 1
Semester Total 14 Semester Total 11 Semester Total 10
Program Total 82

12
 CLINICAL EDUCATION

The SLP program offers a range of clinical experiences, during which students develop and refine the ability to
apply theory to practice while developing and refining problem solving and clinical abilities. The process is a
“formative” one, in which students will gradually acquire clinical judgment, and will gradually be allowed to
assume more independence in their rendering of clinical services (at the discretion of their supervising clinical
educator).

Students are expected to work closely with clinical educators and incorporate feedback diligently in order to
provide excellent diagnostic, intervention, and consultative services.

Clinical Observation

Students in the SLP Program are required to observe at least 25 hours of clinical services provided by certified
speech-language pathologists and/or audiologists. Students may observe assessment and evaluation of
communication and swallowing disorders. These observations hours are built in to your first semester clinical
rotation.

The clinical observation experiences allow students to become familiar with client/patient/clinician interactions,
assessment and evaluation procedures, therapy planning, and counseling techniques.

Student’s clinical observation placements are coordinated by the SLP program’s Director of Clinical Education.
All observations must be documented. CALIPSO will be used to manage documentation and records of
clinical information (documentation of clinical education assignments, documenting and tracking clinical
practicum clock hours, clinical education practicum evaluations, documentation of clinical clock hours for
ASHA certification).

Clinical Education

Clinical education is a vital part of the preparation of students for the practice of speech-language pathology.
The clinical education component of the curriculum - including observation and clinical rotations - is graded
similar to all other coursework in the curriculum with a focus on mastery of critical knowledge and skills.

Clinical education starts early in the program – the first semester. The clinical rotation experience provides an
opportunity for students to learn to provide speech-language pathology services in a closely supervised
environment. During the first semester, students will be enrolled in Clinical Rotation 1 & Clinical Rotation
Didactic 1. Both will provide preparation hands on procedural training, computer-based simulation
https://www.simucase.com/, and on-campus placement at a MUSC Health hospital.

Depending on the stage of clinical education, students will be responsible for obtaining pertinent case history
information, planning and executing evaluation and treatment, and documenting sessions while always
seeking assistance as needed. Clinical clock hours obtained during these experiences will be applied toward
the minimum 400-hour requirement mandated by ASHA.

13
The SLP Director of Clinical Education will arrange all clinical practicum experiences. Students will be
required to meet with the SLP Director of Clinical Education at the end of each semester to review evaluations
from the clinical educator. The SLP Director of Clinical Education will determine the final High Pass/Pass/No
Pass evaluation, based on clinical educator feedback and program expectations.

Students will advance through the clinical education curricula depending on their successful completion of
prior academic and clinical coursework.

Students are expected to be knowledgeable regarding the CFCC academic and clinical education
requirements and the ASHA Code of Ethics prior to starting clinical practicum. The ASHA Code of Ethics are
covered in the first semester’s Professional Issues: Ethical Conduct course. Students are expected to
regularly monitor their clinical education hours in various required categories. Students may earn clinical clock
hours only for time during which they are involved in providing services for the client or the client's family, as
specified by the CFCC Standards.

Clinical Rotation Placement

Clinical Rotations are on-campus and off-campus clinical courses comprising supervised clinical experiences
completed at MUSC Health and at our affiliated clinical education sites. Each clinical education experience is
completed under the supervision of one or more SLPs.

Off-campus clinical education placements may require clinical work on Saturdays and/or Sundays. Some
clinical educators may work on holidays that fall during the regular semester schedule. Some clinical
educators also work 10-hour days (versus typical 8-hour days). Students should always be prepared to follow
the schedule of their clinical educator, as the experience should mimic the real world. Students should seek
guidance from the SLP Director of Clinical Education regarding questions about clinical education schedules.

Clinical activities include, but are not limited to, observation, discussion, preparation, and direct patient
contact. In addition to these activities, students are expected to complete report writing and other
documentation and to complete assignments or projects assigned by clinical educators. Students are also
expected to learn the non-clock hour related knowledge and skills required to work in the different practice
settings.

Students, like faculty, must be flexible when involved in clinical services. Flexibility is needed to accommodate
fluctuating caseloads and to help each clinical educator accommodate individual student's clinical needs for
knowledge and skill attainment, as well as direct contact hour accumulation.

The decision to begin direct patient contact will ultimately be made by the clinical educator. Students should
be prepared to initiate discussion regarding their readiness as necessary. Students should seek guidance
from the SLP Director of Clinical Education whenever questions arise related to patient contact and student
readiness.

Off-campus sites often have specific requirements prior to a student training at the facility. These requirements
may include an interview and/or provision of a copy of resume or CV, transcripts, letters of recommendation,
copies of immunization records, current CPR certification, 2 stage TB test, proof of health care coverage, drug
screen, background check, etc. The SLP Director of Clinical Education will provide information about specific
requirements for a given site at the time the clinical assignment is made.
14
Student requests may be taken into consideration for select placements but cannot be guaranteed for any
clinical education experience. The SLP Director of Clinical Education will make the final decision regarding all
clinical placements. Rotation placements will be accomplished in a quasi-random order after considering
several variables - student educational needs, student preference, clinical educator availability, extenuating
circumstances, and location. The SLP faculty led by the SLP Director of Clinical Education will make the
assignments assisted by information provided by the Clinical Education Support team.

Supervision During Clinical Education

The clinical education experience of each student will be carefully monitored. Our program incorporates a
paired one-credit didactic course with each semester of clinical experience. Each week, competencies and
goals related to knowledge and skill development will be identified. Achievement of goals will be reflected in
signed supervisory hours, case reports, and student reflections. The program will build on a common clinical
preceptor model, such as that used in nursing programs, that monitors specific skill development, utilizes case
reports, and emphasizes the importance of student reflection in clinical education.

The amount of direct supervision must be commensurate with the student’s knowledge, skills, and experience;
must not be less than 25% of the student's total contact with each client/patient; and must occur throughout
the practicum. Supervision must be sufficient to ensure the welfare of the individual receiving services. For the
vast majority of clinical sites, there will be 100% supervision (per billing regulations). When students advance
in non-medical sites, a supervisor may deem them capable of having reduced supervision (never below 25%).

In all instances, clinical educators have the responsibility and authority to ensure that patient needs are
prioritized before student experiences / hour acquisition. Supervisors are expected to adjust the amount of
direct supervision and the nature of clinician/student/patient involvement to meet the needs of the individual
receiving services. In all cases, major decisions by student clinicians regarding evaluation and treatment of a
patient are implemented or communicated to the patient only after approval by the clinical educator.

All clinical educators must be available on-site to consult with the student clinician as appropriate during all
clinical service delivery. All experiences must meet CFCC (ASHA) standards for clinical education.

Please note: 100% supervision is required for Medicare patients (mandatory line of sight supervision). Please
refer to this website about Medicare Coverage for Students and Clinical Fellow: SLP for further information.

For additional questions regarding this policy, please consult the SLP Director of Clinical Education.

15
Patient Welfare During Clinical Education

To ensure the welfare of each person served, the care delivered by the student and clinician educator team
will be in accordance with recognized standards of ethical practice and relevant state and federal regulations.
Each clinical supervisor must ensure that standards of ethical practice and relevant state and federal
regulations are compiled with in the clinic in which they serve, including HIPAA regulations. Professional
standards of conduct as set forth in the ASHA Code of Ethics are provided in this handbook, in addition all
MUSC students are required to adhere to the MUSC Professionalism and Standards of Conduct. The Code of
Ethics and additional relevant regulations will be covered in the Professional Issues sequence and in other
didactic courses, as appropriate.

In all instances, clinical supervisors have the responsibility and authority to ensure that patient needs are
prioritized before student experiences/hour acquisition. The amount of direct supervision provided, and nature
of involvement will be adjusted to meet the needs of the individual receiving services.

Students who fail to adhere to professionalism standards will undergo the same intervention process as
students who fail to adhere to academic standards, except in egregious cases. Students can be dismissed
from MUSC for unprofessional conduct. Notification regarding any concerns will be provided in writing to
students as appropriate throughout the semester.

CLINICAL ROTATION PROGRESSION

YEAR 1

FALL SPRING SUMMER

Clinical Rotation I Clinical Rotation II Clinical Rotation III
Clinical Rotation Didactic I Clinical Rotation Didactic II Clinical Rotation Didactic III
Introduction Individual Placements, 1:1 Model Paired placements, 2:1 Model
Readiness Training Adult / MUHA and non-MUHA Child / MUHA sites
Paired placements, 2:1 Model sites 8 Hours / 1 Day per week
Adult / MUHA sites only 8 Hours / 1 Day per week Target Hours: 40 Client Contact
8 Hours / 1 Day per week Target Hours: 40 Client Contact hours
Target Hours – 25 Observation hours Additional hours: 10 acquired
hours, 25 Client Contact hours Additional hours: 10 acquired through Simucaseä
Additional hours: 10 acquired through Simucaseä
through Simucaseä

YEAR 2

FALL SPRING SUMMER

Clinical Rotation IV Clinical Rotation V Clinical Externship
Clinical Rotation Didactic IV Clinical Rotation Didactic V Clinical Externship Didactic
Individual Placements, 1:1 Individual Placements, 1:1 Full time
Child / School System Specialty / Choice Individual Placements, 1:1
8 Hours / 1 Day per week 8 Hours / 1 Day per week Site is Student Dependent
Target Hours: 60 Client Contact Target Hours: 60 Client Contact 8 Hours / 5 Days per week
hours hours Target Hours: 250 Client Contact
hours
16
 CLINICAL HOURS

Key requirements regarding hours include:

• Minimum of 400 direct contact hours required
• Maximum of 50 hours from undergraduate (if applicable).
• Includes 25 observation hours (25 required, no additional observation hours can be counted as part of
the 400)
• Hours documenting the acquisition of knowledge and skills must be gathered across the scope of
practice (the 9 disorder areas), in intervention, evaluation, and prevention, with different populations,
severities, ages, and settings
• May include up to 75 hours of clinical simulation
• Some requirements regarding the counting of hours and supervision requirements are temporarily
modified due to COVID-19

This is not a complete list of requirements, refer to the resources below for specifics. See CAA Standard 3.1B
and CFCC Standards V-B, V-C, V-D, V-E, V-F.

Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology

2020 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-
Language Pathology

CAA & CFCC Corona Virus Guidance

It is the responsibility of each student, in conjunction with the academic advisor and the SLP Director
of Clinical Education, to ensure that all necessary practicum requirements are obtained prior to graduation. It
is important to begin discussing the arrangements for acquiring those experiences at the onset of the student's
enrollment. Refer to the 2020 Standards and Implementation Procedures for the Certificate of Clinical
Competence in Speech-Language Pathology for more detail regarding these requirements.

All students must demonstrate Knowledge and Skill of communication and swallowing disorders and
differences, including the appropriate etiologies, characteristics, anatomical/physiological, acoustic,
psychological, developmental, and linguistic and cultural correlates in the following nine areas for both
assessment and treatment.
• Articulation
• Fluency
• Voice and Resonance, including respiration and phonation
• Receptive and Expressive Language – Pediatric and Adult (phonology, morphology, syntax,
semantics, pragmatics, pre-linguistic communication and paralinguistic communication) in speaking,
listening, reading, writing
• Hearing, including the impact on speech and language
• Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding,
orofacial myology)

17
 • Cognitive Aspects of Communication – Pediatric and Adult (attention, memory, sequencing, problem-
solving, executive functioning)
• Social Aspects of Communication (including challenging behavior, ineffective social skills, and lack of
communication opportunities)
• Augmentative and Alternative Communication Modalities

It is our obligation as a graduate program to provide and arrange supervised clinical experiences with
client/patient populations across the life span and from culturally/linguistically diverse backgrounds.
Practicum experiences must include a sufficient depth and breadth of evaluation and intervention
opportunities with client/patient populations with various types and severities of communication and/or
related disorders, differences, and disabilities in a variety of different settings. We will individualize
clinical rotations for each student to best meet the 1) need to provide depth and breadth of experiences, 2)
need to ensure that each student has demonstrated mastery in key knowledge and skill areas, and 3) desire
to prioritize rotations according to student career goals.

Student Records

It is the responsibility of each student to maintain personal copies of their academic and clinical
records. It is difficult to predict exactly what could be needed for future academic or professional endeavors. It
is recommended that students save copies of all important documents, program materials (handbooks), and
course information (syllabi) for their personal records.

The SLP program will maintain student program records and clinical education records electronically during
enrollment. The student record will be maintained electronically for 3 years after graduation at which time a
subset will be permanently on the CHP server. Withdrawn student records are maintained in an electronic file
in the on the CHP server for 3 years after the last date of attendance.

18
 CLINICAL EDUCATION PROCESS

During or prior to the first week of each academic semester, students should meet with their clinical
educator(s) to discuss the clinical education plan. At the midpoint of each semester, the student and clinical
educator will meet to discuss the Midterm Evaluation. During the last week of each semester, students and
clinical educators will meet to discuss the Final Evaluation and to complete the appropriate assessment forms.
The SLP Director of Clinical Education (DCE) will determine if the student’s performance meets the
requirements to receive a High Pass/Pass for the final grade and will be responsible for assigning this in the
student’s academic record.

All students are required to log their daily clinical clock hours and have them approved by their clinical
educator. All documentation and record keeping will be done in CALIPSO. Records of hours must be
tracked accurately without adjustment. For example, if 1 hour and 26 minutes are accumulated, only 1
hour and 26 minutes may be recorded, rounding up to 1.5 hours is not allowed.

All clinical educators must provide their ASHA number to ensure current certification by ASHA and valid state
license, prior to the clinical rotation start date. SLP clinical hours must be supervised by holders of current
ASHA certification for those clinical hours to be counted. In addition, each clinical educator will be required to
complete 2 hours of continuing education in supervision which will be documented by the program.

POLICY FOR GRADING CLINICAL PERFORMANCE

The SLP Director of Clinical Education assigns the final grade for each clinical rotation, with primary input from
the clinical educator(s). Final grades will be documented as high pass/pass/no pass based on the student’s
progress and demonstrated competency in the clinical skills mapped to the current rotation. Progress and
demonstrated competency will be graduated and vary based on student’s progression in the program (first
semester vs. full-time externship), clinical site (second rotation in a school setting vs. first rotation in the head
and neck cancer center), and specific clinical skill (conducting a cranial nerve exam vs. caring for a ventilator-
dependent patient).

Final grades are based upon the information and ratings assigned in the Evaluation of Clinical Performance in
CALIPSO.

Core Entrustable Professional Activities are graded based on a five-point rating scale. A grade below the
minimum established rating score for each semester in any of the Entrustable Professional Activities on the
Final Evaluation yields a failure for the clinical rotation experience. The Professionalism section on the
evaluation forms reflects a student's professional performance during the clinical education semester. With
any rating of 1.00-1.99 at Midterm, the student will immediately meet with the SLP Director of Clinical
Education.

19
 1 2 3 4 5
Limited knowledge/ability & Allowed to perform Able to independently execute Trusted to independently Trusted to perform
insufficient skill to perform task, activity under direct activity when assigned, trusted execute activity, seeks independently
even with assistance observation with pro- to ask for help. Clinical guidance when needed (key (unsupervised)
active full supervision & supervisor is readily available findings or activities checked)
assistance as needed (indirect supervision)

The expectation is that students will systematically improve their mastery of skills with increased
independence as they progress through their clinical education as addressed in the End-of-Semester Clinical
Rotation meeting with the SLP Director of Clinical Education each semester and in the final clinical skills
check-off and the final clinical externship report. See table below for an example of the predicted student
mastery across clinical rotations.

Semester Below Skill Skill

Expectation Emerging Present
Fall 1 100%
Spring 1 100%
Summer 1 80% 20%
Fall 2 60% 40%
Spring 2 40% 60%
Externship 30% 70%

The following graduated grading scale, which corresponds to the Entrustable Professional Activities rating
scale mentioned above, will be used to determine if a student meets the minimum competency required at
each semester. By the end of each semester, the student must achieve a numerical score in the pass or high
pass range for all mandatory clinical skills for that rotation. *Note: Some advanced clinical activities will not
be included in the mastery assessment (i.e., those related to specialty rotations (NICU, HNC, etc.). At the
beginning of each semester, students will be provided with a specific check-off list of clinical skills that will
included in the course grade. Information in this table can be read as: in the Fall Year 1 Clinical Rotation, if a
student receives a score of 1 on any mandatory clinical skill for that rotation, they will receive a grade of No
Pass for the rotation. If a student receives a score of 2 on all mandatory clinical skills for that rotation, they will
receive a grade of Pass. If a student receives an average score of 3 or above on all mandatory clinical skills
for that rotation, with no individual scores being less than a 2, the student will receive a grade of High Pass.

Semester No Pass Pass High Pass

Fall Year 1 Clinical 1.00-1.99 2.00-2.99 3.00-5.00

Rotation

Spring Year 1 Clinical 1.00-2.24 2.25-3.49 3.50-5.00

Rotation

20
 Summer Year 1 Clinical 1.00-2.24 2.25-3.49 3.50-5.00
Rotation

Fall Year 2 Clinical 1.00-2.49 2.50-3.49 3.50-5.00

Rotation

Spring Year 2 Clinical 1.00-2.49 2.50-3.49 3.50-5.00

Rotation

Externship 1.00-2.99 3.00-3.99 4.00-5.00

Clinical Probation

Students receiving a No Pass in any SLP Clinical Rotation prior to the final externship will be placed on clinical
probation and required to successfully demonstrate the expected knowledge and skills and complete any
associated intervention plan before progressing further in the clinical sequence. Earned clinical contact hours
may be used to meet the ASHA Council for Clinical Certification (CFCC) requirements, at the discretion of the
SLP Director of Clinical Education.

For students placed on clinical probation at any time during the SLP clinical sequence, an intervention plan will
be developed jointly by the student, the student's academic adviser, and the SLP Director of Clinical Education
in association with feedback provided by the student’s clinical educators. This plan will be documented and
recorded in the student’s program file. Failure to achieve a satisfactory evaluation (Pass or High Pass) in any
subsequent clinical course will result in dismissal from the program.

The faculty reserves the right to request the withdrawal of any student whose conduct or performance
demonstrates lack of fitness for continuance in a health profession. See Professionalism Policies. Any such
student not voluntarily withdrawing will be dismissed from the program.

Students receiving a No Pass in their final externship will be placed on probation and required to repeat the
externship along with an intervention plan to qualify for graduation. Students receiving a No Pass in the
repeated course will be dismissed from the program.

21
 CONFIDENTIALITY AND PROFESSIONAL CONDUCT

The privilege of seeing patients, clients, and students at MUSC/MUHA, as well as at off-campus clinical
education sites, requires that all students demonstrate professional behavior at all times. To assure that
clinical education and the clinic processes run smoothly, students are expected to abide by the following
guidelines.
• Food and drink are not allowed in the clinic and patient care areas unless they are utilized for patient
testing and/or treatment.
• Student clinicians must display conduct reflecting professionalism at all times. There should be NO
discussion of patients with anyone other than the clinical educator or course instructor, and such
discussions should only take place where privacy and confidentiality can be ensured. Specific areas
to avoid such discussions include clinic waiting areas, hallways, elevators, or general workrooms.
• When making introductions to patients, students should provide a pleasant greeting, identify
themselves by title and indicate that they are graduate clinicians. For example, "Hello, I am Jane
Smith, a graduate clinician in speech-language pathology”.
• All conferences with the patient and/or family members should be conducted in appropriate, private
settings, not in a public area.
• Students are not typically permitted in the reception area behind the administrative assistants’ desks,
or in the file and office supply area. Requests of the clinic administrative assistants should always be
made through the clinical educator. Questions about schedules, materials, and patient files should also
be directed to the clinical educator. This will vary depending by site, please seek guidance from your
clinical educator and the SLP Director of Clinical Education.
• Information from patient files is NOT to be photocopied, nor written notes made, without direction and
consent of the clinical educator. All identifying information must be removed according to HIPAA
guidelines. If uncertain about privacy policies, review HIPAA guidelines and seek guidance from your
clinical educator and the SLP Director of Clinical Education. You must log-off from all computers
before leaving the terminal to maintain confidentiality.
• The patient’s name and other protected health information must be completely removed throughout
the report on all rough drafts kept for personal files. Review details on Protected Health Information
(PHI) with any questions.
• Students are not permitted to make or receive personal phone calls on the clinic telephones. The
telephone number may be given for emergency calls only. Personal cell phone use is prohibited during
clinical activities and in the clinic and patient care areas at all times. If use of the internet or other
clinical “apps” on your cell phone is needed for patient related care, confirm with your clinical educator
prior to using.
• Computers in the clinic area are to be used for clinical purposes (e.g. report writing) only. Personal use
of the computers or for checking non-MUSC related email is not allowed.
• Students should not linger in the professional service areas or near the administrative assistants’
desks when not engaged in patient care activities as this impedes patient traffic. Please do not occupy
needed chairs in the clinic waiting area or in treatment rooms.
• All communication is done through MUSC email, and this should be checked daily at minimum. Use of

22
 personal email accounts for program correspondence is not appropriate and is a security violation.
• Supervision styles will vary from person to person and from site to site. The clinical educator will
establish what type of patient care activities the student will be directly involved with and those the
student will observe. The care provided to the patients is the responsibility of the clinical educator and
the patient’s experience is always the priority. The clinical educator will seek out sufficient opportunities
to allow the student to build designated skills. Students are expected to respect these differences and
to demonstrate flexibility. Open and professional communication is critical to success.

Professional / Courtesy Titles

As a matter of professional courtesy, all students in the graduate program are required to address faculty,
staff, and clinical supervisors by title or other appropriate form of address:

Dr.
Professor
Ms., Mrs. or Mr.

Similarly, adult clients and parents should be addressed as Ms., Mrs. or Mr. It is not appropriate to address
adult clients by first name unless invited to do so.

First names are not appropriate, unless the student is invited to do so by the faculty member or supervisor.
For example, a supervisor working with a child may prefer a title and first name (e.g., “Ms. Diane”).

In these environments, the clinical educator will determine how s/he wishes to be addressed by the student.
Erring on the side of more formal designations is preferred in the professional environment.

Again, it is considered a privilege to work with clinical educators and patients, clients, and students at MUSC
and off-campus clinical education sites.

Socializing between the student and clinical educator via social media networking is discouraged, especially
during the clinical experience. Clinical educators and students are expected to maintain professional
boundaries at all times. A professional student-clinical educator relationship is essential to ensuring a positive
outcome to the clinical mentorship experience. Upon completion of graduate training, everyone will become
colleagues. At that time, collegial, supportive, and mentoring relationships are welcomed.

CORE PROFESSIONAL SKILLS

The skills that should be demonstrated and will be evaluated for each student at the midterm and conclusion
of each clinical rotation include:

• Interacts appropriately with patients/clients of different ages, cultures, and abilities, and their caregivers

• Shows good rapport with clinical educator(s)

• Demonstrates respect & compassion for all patients

23
 • Demonstrates pride in professional role

• Maintains interest in clinical assignment

• Shows interest in improving performance

• Demonstrates emotional control and stability

• Demonstrates good attendance and punctuality

• Dresses in professional attire

• Appropriately recognizes and incorporates family members into evaluation process

• Communicates with physicians and other professionals about patient issues

• Demonstrates self-evaluation skills regarding professional competencies, such as accountability,

integrity, effective communication skills, clinical reasoning, evidence-based practice, concern for
individuals served, cultural competence, professional duty, and collaborative practice. Click here to see
additional details of Professional Practice Competencies in CAA Standards for Accreditation 3.1.1B or
see details on page 30.

As outlined in the MUSC Excellence Standards of Professional Behavior (Section 5), employees of MUSC
are committed to practicing professional behaviors by providing COMPASSION in patient care, teaching and
research; promoting an environment that promotes TEAMWORK and DIVERSITY; taking ACCOUNTABILITY
for outcomes; and embracing INNOVATION. These same standards of professional behavior are expected of
students when on clinical rotations.

CONFLICT MANAGEMENT

If minor differences/conflicts arise between a student and any clinical educator (internal or external), the student
should meet with his/her clinical educator to reach a resolution. The SLP Director of Clinical Education should
be apprised of the situation and the outcome of the meeting. For more complex issues or minor issues that
have been discussed but not resolved, the student should request a meeting with the SLP Director of Clinical
Education, who will also reach out to the clinical educator. If further resolution is required, the next step is for
the student to meet with the Program Director, then the Department Chair. The academic advisor can be
brought in at any time. If further resolution is needed, the issue may be referred to a department committee. If a
conflict regarding a clinical rotation evaluation arises, please refer to the SLP Student Handbook for the
appropriate policy and procedure.

24
 CLINICAL EDUCATION ATTENDANCE

Clinical education is an important part of your professional training and is necessary for the integration of
academic material with clinical proficiency and preparation for professional practice. Attendance is expected at
all scheduled clinical education times in order for each student to attain clinical competency and to meet the
required clinical education hours. Students should report to their clinical education site at least 15 minutes
before the scheduled start time. Tardiness and/or absences could affect your evaluations and result in failure
for that semester in clinical education.

Clinical education begins the first day of the semester and continues through the last day of classes. There will
be two formal meetings with the clinical educator, at midterm and the final. There is also a mandatory final end
of clinical rotation meeting with the SLP Director of Clinical Education. Expected dates for clinical rotations
should be specified and understood prior to the start of the rotation. Travel and plans during any breaks
between semesters should be taken into consideration, as all clinical education requirements that must be met
prior to starting at a given site. Any absences during the semester must be made up during the examination
period. This is at the discretion and availability of the clinical educator. If the clinical educator is not available
during the examination period, the SLP Director of Clinical Education should be notified, and the student may
not achieve the targeted experience or the expected number of hours for the semester. Any make-up sessions
will be completed before a final clinical education grade can be given. Absences from clinical education for
comprehensive examinations or retakes will be acceptable. Clinical educators will be notified by the SLP
Director of Clinical Education about absences related to comprehensive exams and any retakes.

If necessary, a student may request to be absent from a scheduled clinical education time by submitting a
Student Absence/Absence Request Form to the SLP Director of Clinical Education. In the event that a student
is aware of a potential conflict with clinical time, including for religious holiday observance, the SLP Director of
Clinical Education must be notified as early in the program of study as possible. This is particularly critical for
all off-campus clinical placements.

For other unanticipated future absences, the Student Absence/Absence Request Form must be submitted
at least two weeks prior to the requested date of absence. It must be approved and signed by both the clinical
educator and the SLP Director of Clinical Education. The SLP Director of Clinical Education reserves the right
to deny any absence request for activities that are not considered necessary or have not been submitted at
least two weeks prior. Excessive number of absentee days either during the semester and/or throughout the
program can jeopardize the clinical experience.

In the case of sudden unexpected absence, the student is responsible for contacting the clinic and her/his
clinical educator immediately on the day of absence. An email must be sent to the SLP Director of Clinical
Education. The Student Absence/Absence Request Form must be submitted to the clinical educator for
signature and then the SLP Director of Clinical Education within 48 hours of the student returning. Student
clinicians must make up missed sessions during the semester at the discretion and availability of the clinical
educator. Students are expected to discuss attendance policies with the clinical educator at the beginning of
each rotation.

A physician’s statement approving the student’s ability to return to clinical activities may be required for
absences of three (3) or more consecutive clinical days or for repeated illness. This statement must be
presented to the SLP Director of Clinical Education and the clinical educator before a student may return to
clinical activities. A physician’s statement for shorter illnesses may be required at the discretion of the SLP
25
Director of Clinical Education.

STUDENT CLINICIAN DRESS CODE

When observing, evaluating, or treating patients, students are expected to dress and behave in a professional
manner. Dress according to the needs to your patient (i.e., when working with a child with cerebral palsy who
requires positioning, wear clothes that give you the necessary freedom of movement needed) but ensure a
professional appearance.

First impressions are lasting impressions, so pay particular attention to your dress. For example, in the MUSC
inpatient setting Misty Gray Scrubs are worn, while the outpatient setting calls for business attire along with a
white lab coat. Often a white lab coat will also be worn while observing in hospitals and working in long-term
care facilities unless otherwise directed at the clinical site.

Clothing items and accessories which look particularly non-professional are not permitted. Examples include:
• Jeans • Open-toe shoes • Tight shirts
• Shorts • Tight pants (e.g., leggings) • Sun dresses
• Loose shirt tails • Sweat suits, sweatshirts • Strapless dresses
• Halter tops • Casual oversize shirts • Miniskirts (> 2” above the knee)
• Tank tops • Torn or stained clothes
• Crop tops • Overalls
Jewelry:
• Watches, wedding bands and /or engagement rings are permissible.
• No excessive bracelets or necklaces.
• No more than two earrings per ear, no dangling or oversized earrings.
• No other visible body piercings are permitted. Other than ear piercings, facial piercings must be
removed, covered, or otherwise concealed so they are not visible while at any clinical site.
Nails:
• Fingernails should be kept trimmed and without nail polish. This is for your safety and the safety of your
patients and preceptors.
Badges:
• A badge identifying you as a MUSC SLP student is mandatory at all times and must be worn on the
upper portion of your lab coat or clothing while at the clinical site. Badges should be worn at the lapel/
shoulder level, not along the waistline.
Hair
• Hair should be clean and arranged so as not to interfere with patient care. When working with
equipment or leaning over patients, students should pull long hair back.
Footwear/Shoes:
• Shoes must be clean, well-kept (with laces tied) and have an enclosed toe. High heel shoes are not
permitted.
• Tennis/running shoes are not typically permitted. Athletic shoes may be considered appropriate with
scrubs in some settings. The SLP Director of Clinical Education and your clinical educator can offer

26
 guidance.
Tattoos:
• Tattoos that are excessive or may be construed as vulgar or offensive must be covered.

Supervisors have the prerogative of requiring certain dress codes that are more (or less) stringent than
the guidelines above, depending on the context (e.g., children, adults, setting, etc.).

27
 CLINICAL DOCUMENTATION

Most medical charting for hospital in-patients and clinic out-patients are completed through the EPIC electronic
medical records system. SLP students will complete a mandatory EPIC training session during fall semester of
their first year to prepare for subsequent clinical experiences at MUSC Health. Clinical educators will provide
experiences for students to learn to use EPIC in an appropriate manner for their patient caseload.

The EPIC system is used to record notes for all patient encounters. Your clinical educator will train you on the
specific procedures used for charting in EPIC as well as what documentation will be placed in the patient’s
paper file, if applicable. Notes also must be made for any missed or canceled appointments and for any
telephone contact with the patient, family member, or other involved individuals. Telephone contacts must be
designated as such. All clinical notes in EPIC are co-signed by MUHA clinical educators. As students you are
not allowed to give information to any person over the phone without your clinical educator’s expressed
permission.

Some documentation may occur outside of the EPIC system. For these patients, all written entries must be
legible and co-signed by a faculty member. Some forms in the chart are not to be written on by students, so it
is best to confirm with your clinical educator where your entry should be written. All entries must be written in
black ink. If an error is made in the chart, cross it out with a single line, write error above the line, and date and
initial it. Never use white out or eraser.

Deadlines for progress notes, evaluations, end of the term notes, and discharge summaries will be identified
by individual clinical educators and must be strictly followed. Individual clinical educators will discuss their
requirements for lesson plans and reports at the beginning of each rotation. See the SLP Clinical Rotation
Expectations template in Section 5 to guide this discussion.

STUDENT SIGNATURES ON CHARTS, DOCUMENTS, EMAILS

SLP students are to use the following format when representing their position at MUSC. These descriptors are
to be used on emails, other correspondence, chart notes, and other documents.

Jane Doe, B.S. (or other degree designator)

Graduate Student (or Graduate Student Clinician) Speech-Language Pathology, MUSC

GUIDELINES FOR MEDICAL DOCUMENTATION

The need for appropriate documentation in the medical record should be self-evident. Documentation
encourages discipline in the clinical approach to patients and provides others who care for the patient with a
necessary database. It also provides the necessary database for legal and economic issues.

All student clinical documentation must be complete on the same date of service. This is the
expectation for documentation at MUSC placements, requirements at other sites should be similar.

All entries in the record should be dated and timed. The clinical course of a patient is dynamic as opposed
to static. It is important to know when decisions are made about patients since data interpretation at one time
of day may be very different when additional data is known later in the day.

28
All orders must be dated and timed. It is impossible to monitor for the timeliness of order execution if it is
unclear when orders were written.

All services rendered should be recorded in the orders. Continuity of care is improved because services
can be tracked over time.

Sign all entries and orders. It is important to take responsibility for your interpretations and decisions.
Signatures must include first name or initial, surname, and title (M.D., D.O., etc.).

Justify reasons for admission in initial description of patient. This should reflect the reason for admission
from the perspective of the attending.

Justify reasons for continued hospital stay.

Justify reasons for diagnostic studies. The logic used in decision making is important to convey to others
reading the chart.

Document reasons for major therapeutic interventions.

Summarize discharge plans including discharge medications. This supplies others who subsequently
care for the patient with important information in the event that the patient returns for emergency care.

APPOINTMENTS AND BILLING

Outpatient appointments are scheduled in the EPIC system by the administrative assistants. Return
appointments are to be made through the clinical educator and the administrative assistant. Plans for use of
the therapy rooms or other clinic space are also designated in the schedule. The administrative assistants
make all scheduled entries. Under no circumstances are students allowed to make entries to the computer
schedule.

29
 STUDENT CLINICAL EDUCATION FILES

Through CALIPSO, the SLP program maintains an online clinical education file for all the students in the which
houses student evaluations. The file includes all client contact hours logged, the populations treated, the site
and clinical educator information, the skills achieved for each student, and related details. The database is
HIPAA and FERPA approved and insures confidentiality for clients and students. Students are trained on the
use of this database before beginning their clinical education. External sites are also provided with written
information and training as needed on how to approve hours and submit student evaluations.

Clinical hours and skills are reviewed with the SLP Director of Clinical Education and the clinical educator at
the end of each academic semester the student is in clinic. Final grades will not be submitted to the Registrar
until the semester clinical education meeting is completed and all requirements are finalized. Failure to meet
with the SLP Director of Clinical Education at the end of the semester may result in an incomplete or No Pass
for that clinical experience.

STUDENT SUPPLIES

Students are required to have some professional supplies for their clinical and academic work. If you have
difficulty obtaining an item, please let your advisor know.
• Clean short white lab coat
• Misty gray scrubs (MUSC patch with SLP designation will be provided)

• Portable audio recorder

• Penlight(s)

• Stopwatch or watch with a second hand

• Clipboard

• Nasal emission mirror (optional)

• Reflex hammers (optional)

• Facemasks, gloves, tongue depressors, and a pen, must also be available.

STUDENT HEALTH INSURANCE

MUSC requires students to be covered by a health plan in order to promote health and well-being while
protecting the individual from undue financial hardship that a medical emergency could cause. Students may
be asked by the SLP Director of Clinical Education and/or external sites to periodically provide proof of health
coverage.

PROFESSIONAL LIABILITY INSURANCE

All students are covered under the primary and umbrella liability insurance that MUSC holds while they are
enrolled and participating in clinical education courses. Certificates of Insurance are generated by the

30
Office of Risk Management and are sent to the off-campus sites by the CHP Clinical Education Team.

Please Note: Some outside agencies may require students to carry their own additional personal malpractice
insurance. This may be purchased at a student rate from NSSHLA (National Student Speech Language
Hearing Association).

HEALTH EDUCATION

You will be required to complete annual mandatory training modules (MyQuest) that cover healthcare issues,
patient safety, confidentiality, security of records, infection control and pertinent hospital policies of the medical
center. These required modules will be completed during the first month of enrollment and must be
updated yearly.

You will receive an in-service on specific infection control procedures for MUSC clinic’s as well as information
on clean hand technique and universal precautions.

HEALTHCARE DOCUMENTATION

All students must be compliant with all CHP, SLP Program, clinical site requirements before attending any
rotations. Compliance includes scanning each document described below, ensuring it is saved as a PDF file
with an appropriate name and providing documentation to the Clinical Education Support Team. The due
dates for the required documentation are communicated by the Clinical Education Support Team in advance
and provide sufficient time for students to complete this process. A staff member of the Clinical Education
Support Team will notify a student if a document does not meet the specified requirements. Any document
rejected must be corrected by the affected student. Students shall be notified of rejected documents.

Students who are non-compliant may be delayed in starting their clinical rotation until the requirements are
met. If a lapse in the requirements occurs during a rotation, the student may be immediately removed from
their rotation and may not return until the requirement(s) is/are fully updated, completed and submitted to the
Clinical Education Support Team. Affected students will be required to make-up any clinical time missed from
the rotation or repeat the clinical rotation block, and consequently be delayed in program completion date.

You will be required to maintain your own health records, as most off-campus sites will require them before you
begin your clinical assignment. Your immunization records, which you provided through LifeNet prior to
enrollment, are available through the Office of Student Health. You will be required to receive the hepatitis
b vaccine if you have not already completed the series. The Hepatitis B Vaccine is available through
Student Health Services or through your primary care physician. Several external sites have other
requirements such as a 2 stage TB test, drug screen, background check, and/or fingerprinting. The TB
test and drug screen may be obtained through Student Health Services or through your primary care
physician. Some external campus facilities will require that these tests be completed at their site. The
cost of these tests will be the student’s responsibility.

Documents should include:

• Hep B Series
• Influenza

31
 • Varicella (chicken pox)
• TB Skin Test, Two-step PPD Mantoux Skin Test or Quantiferon-TB Gold test
• Measles, Mumps, Rubella (MMR)
• Tetanus, Diphtheria, Pertussis (Tdap)
• Current CPR Certification
• MyQuest Modules (Students are required to complete all designated modules annually)
• Proof of health care coverage (required annually)
• Drug screen (as requested)
• Background check (as requested)
• Fingerprinting (as requested)
• OSHA Fit-Testing and Training with N95 Mask (as requested)

Students are also responsible for updating these documents as needed, as well as uploading them as
appropriate.

Some clinical sites have additional prerequisites that students are responsible for completing before being
permitted to continue the clinical experience. With the exception of background checks, students are
responsible for ensuring all site-specific prerequisites that are in addition to CHP and SLP Program
requirements are met and provided appropriately before the Clinical Education Support Team sends all
packets to preceptors and admitting sites. Students are strongly encouraged to determine if there are any site-
specific prerequisites at least 3 months before the rotation is scheduled to begin so that necessary
arrangements can be made. Failure to meet any requirements may result in time being taken away from the
clinical experience. This will be considered an unexcused absence that could delay the start of a rotation and
place the clinical experience at risk.

CPR TRAINING

All SLP students are required to complete American Heart Association CPR training (Health Care Provider
CPR) by the end of the first semester of their first year enrolled and to upload a copy of this training to Typhon.
CPR training can be obtained through your neighborhood fire department or park district. Fees for CPR
training will be the student’s responsibility.

RESPIRATORY MASK FIT TESTING

MUHA SLPs are exempt from mandatory pre-employment and annual respiratory mask fit testing. MUHA
SLPs are required to complete respiratory fit testing through MUSC Infection Prevention Department prior to
working directly with any individual patient that requires MUSC staff to wear a respiratory mask. In compliance
with MUSC regulation, all graduate students who will have contact with patients requiring staff to wear a
respiratory mask will be notified by the clinical educator and SLP Director of Clinical Education and will work
together to make the necessary arrangements.

32
 BACKGROUND CHECKS AND DRUG TESTING

Programs offered in the College of Health Professions often require that clinical rotations, internships, or other
learning experiences be successfully completed in hospitals and other health care facilities in order to meet
program requirements. Because rotations in these facilities is required, students must be able to successfully
complete their assigned rotations in order to fulfill the academic requirements of their program.

Background Check

Hospitals and other health care facilities often have policies requiring criminal background checks for
employees, students, and volunteers. These facilities may refuse to accept individuals for clinical, practicum or
other experiential rotations based on past criminal convictions. Students should be prepared to comply with
the policies and procedures at any facility where they are assigned as part of their educational program and
may not request facility assignments in an effort to avoid specific requirements.

Students who have certain types of information in their criminal background checks may be ineligible to
complete rotations at specific facilities. Students who are not allowed to participate at assigned facilities or who
are terminated from rotations based on the results of a criminal background check may be unable to complete
the program requirements for graduation and will be subject to dismissal on academic grounds. Students
should also be advised that persons with certain types of criminal convictions may not be eligible for state
licensure and/or national registry or certification. In addition, many employers perform criminal background
checks and may not hire individuals with certain types of criminal convictions.

Some external sites require drug testing and/or an updated background check. If so, you will be informed of
this requirement. These off-campus sites may allow the check to be completed through the college or may
require the check to be completed at their site.

The CHP Clinical Education Support Team obtains a copy of the background check run on every new SLP
student at the start of the program. If a student’s clinical site requires an updated background check, they will
coordinate the process.

Drug Testing

The College of Health Professions (CHP) is committed to the health and well-being of its student body. With
that in mind, we realize that drug and alcohol abuse can be detrimental to one’s overall physical and emotional
health, as well as academic and /or professional performance. It is the University’s responsibility to protect its
members from high-risk and excessive use of alcohol and other drugs and to assist those that may have
substance abuse problems. Therefore, in addition to the current MUSC Policy for Substance Abuse and
Prevention, the CHP has adopted the following mandatory student drug testing policy.

Any student enrolled in CHP residential programs, in which clinical rotations (patient-care related) are
required, must undergo at least one random 10-panel drug test prior to their first clinical experience. Additional
tests may be required as specified by the program. A growing number of clinical sites now require drug
screenings as part of the affiliation contract and it also helps to ensure that all students on clinical rotations are
not impaired by drug use while providing healthcare service.

33
The SLP program will pay for only a single, random preliminary drug screening at a location (or vendor) of
their choosing. Additional screenings will be the financial responsibility of the student. Any student who is
taking over the counter or prescription medications, who tests positive for a substance, will be responsible for
a confirmatory follow-up test that will evaluate what is causing a positive reading and compare the findings
with current prescriptions in the student’s name. Students who have an unsatisfactory test are subject to the
following actions: referral to the Dean’s Office and the CAPS treatment program, a leave of absence or
possible termination from the Program. The cost of assessment, treatment and recovery programs is the sole
responsibility of the student. All students have the right to due process.

Students who are prescribed controlled substances by a medical practitioner should be able to provide
evidence of such prescription, if requested.

GUIDELINES FOR CLINICAL EDUCATORS

Clinical educator(s) hold current license/registration in the practicing state and must submit a copy of
license/registration to the College of Health Professions’ Clinical Education Support Team.

Clinical educator(s) currently holds ASHA certification and must submit a copy of license/registration to the
College of Health Professions’ Clinical Education Support Team.

Clinical educators have completed the one-time required continuing education for supervision.

Clinical educator(s) maintain an appropriate student to clinical educator ratio. Student shall be supervised by a
limited number of clinical educator(s).

Clinical educator(s) are not related to the student nor have a previous direct relationship.

Supervision shall be performed by an ASHA certified individual. Ideally the clinical educator should have a
minimum of 2-3 years post-graduate training experience (including SLP clinical fellowship).

If multiple individuals supervise the student, it is the responsibility of one clinical educator to assemble the
evaluation of performance and submit the report to the University.

Minimum supervision levels are:

• 25% for Diagnostic Assessment
• 25% for Treatment
• 100% for Medicare patients - mandatory, in the room with the supervisor/clinical educator leading
the session, yet student participating

Program recommended supervision levels are:

• In accordance with site restrictions. For example, all MUHA sites have a 100% supervision
requirement.
• In accordance with student abilities and supervising clinician comfort.
• Determined based on the best interest of any individual patient / client.

Recommended student experience may be divided in the following manner:

34
 • Direct patient work including documentation, staffing, rounds (75%)
• Administrative/management (20%)
• Professional activities, such as seminars, in-services, organizational activities (5%)

All required paperwork documenting the student's progression and related activities must be submitted
according to department guidelines and the syllabus in order for student grading to be complete.

Note: Only direct patient contact time as outlined by CFCC may be counted toward the 400 minimum hours
required.

CLINICAL EXTERNSHIP EXPERIENCE

The clinical externship is an important aspect of each student's clinical experience. It provides a transition from
classroom instruction and part-time clinical rotations to full time, intensive clinical training. In the final semester
of enrollment, this full-time experience is reflected by enrollment in 9 semester credit hours in addition to a 1
credit hour clinical externship didactic course. Clinical externships entail supervised management of patients
displaying a variety of communication and swallowing disorders. Most occur at one setting; however, on rare
occasions, may be split among multiple settings. The SLP Director of Clinical Education will ensure the site
has the clinical population and personnel to meet the educational needs of the student(s) assigned. The
experience will be monitored by the SLP Director of Clinical Education, but it is the student's responsibility to
assure that midterm and final evaluations are completed in a timely fashion.

Students are responsible for arranging transportation to any arranged clinical education sites. Optimally,
students should have a car available, as public transportation is not always accessible to competitive sites.
Students who cannot arrange transportation may jeopardize the opportunity for an external placement in any
given semester which may extend the program or may limit their possible clinical education sites. All students
should expect to travel for clinical education. Student requests will be taken into consideration whenever
possible but cannot be guaranteed.

Externship sites have been established at MUSC hospitals and other cooperating health care, education and
private facilities. Affiliation agreements are arranged and maintained with each of our external practicum sites
by the college’s Clinical Education Support Team.

Placements are arranged by the SLP Director of Clinical Education, on the basis of a review of the student's
academic and clinical education records. All contacts and arrangements for externship sites MUST be initiated
through the SLP Director of Clinical Education. Students are NOT allowed to make individual arrangements.

Roles of students in selection of externship sites:

Students interested in a new clinical site, will be able to submit a request for a new site to be reviewed and
approved by the program faculty. This will occur well in advance of any potential placement for a given
semester. Students also will be able to indicate their preference for placements to the Clinical Education Team
from a list of potential sites. This information will be gathered from the students at least two times during the
program and discussed with the SLP Director of Clinical Education.

35
If a student is interested in going out-of-state for the final, full-time placement, the student is allowed to gather
initial information and submit this to the SLP Director of Clinical Education. The official request should be
submitted via email, containing the following:
• name/location/setting
• link to a website of the site of interest
• contact information for the coordinator of graduate student SLP placements
• Subject line of email: Final Out of State Placement Request followed by first initial and last name

36
 HEARING SCREENINGS

Students may perform hearing screenings as part of their clinical education as well as to fulfill graduation and
ASHA requirements for evaluation and treatment within the SLP Scope of Practice. Screenings may be
completed for both inpatients and outpatients in the hospital setting, in the school setting, in private practice,
as well as at various health fairs, community centers, etc. throughout the program. Students can participate in
these community programs and gain clinical education hours. Contact hours for hearing screening should be
supervised, logged, and approved by the clinical educator.

CLINICAL EDUCATION HOURS

Students will log direct clinical contact hours through CALIPSO. When computing your contact hours, you may
count the time spent in direct patient contact, and patient conferences with family or caregivers. Patient
preparation time, discussions with your clinical educator, and report writing are not counted as clock hours,
unless the patient/client/student/family member is present and involved. Records of hours must be tracked
accurately, to the minute, without rounding up.

Students are required to obtain hours across the scope of practice, with different populations, ages, and
settings. The program will ensure each student has breadth and depth in their clinical experiences. Progress
in these areas will be monitored throughout the duration of the program in CALIPSO.

At the end of your final semester, a record of the total number of clinical hours will be confirmed by the student
and the Director Clinical Education in preparation for graduation and beginning your SLP CF (speech-
language pathology clinical fellowship).

37
 SECTION THREE – REGULATORY LINKS AND RESOURCES ASHA

LINKS AND RESOURCES

All students must become familiar and comfortable with the information found in the following documents
regarding the profession of Speech-Language Pathology prior to starting in any clinical education experience.

ASHA Code of Ethics

Scope of Practice in Speech-Language Pathology

Preferred Practice Patterns for the Profession of Speech-Language Pathology

ASHA Practice Policy

Practice Portal for Speech-Language Pathologists

Interprofessional Education / Interprofessional Practice

2020 Standards for the Certificate of Clinical Competence in Speech-Language Pathology

Student Supervision Resources

STATEMENT ON ACADEMIC HONESTY AND STUDENT CONDUCT

Honor Code

All students of the Medical University of South Carolina are bound by the Honor Code. It is the student’s
responsibility to know rules and regulations governing the Honor Code and the processes governing the
Honor Code. The Honor Code and information about the process can be found in the online MUSC Bulletin
(click here). Examples of violations may include:
• accessing non-permitted information sources during in an exam.
• posting questions from an exam on a shared page or with other students.
• completing individual assignments in groups.
• plagiarism.
• using protected course information without permission.

Professional Conduct Standards

Under the code of professional conduct, a student enrolled in the SLP Program in the College of Health
Professions is expected to, but not limited to these behaviors and values:
• Compassion:
o Be guided at all times by concern for the welfare of patient/clients entrusted to his/her care
via attention, respect, empathy and responsiveness in care.

38
 • Collaborate:
o Communicate in a direct and respectful manner. Be aware of and adhere to channels of
communication for needs associated with the program: 1.) Communicate with the course
instructor; 2.) If further advice is required, seek guidance from your academic advisor; 3.) If
further advice is warranted, communicate with the Program Director; and 4.) If necessary,
contact the Department Chair.
o Regard as strictly confidential all information concerning each patient/client and refrain
from discussing this information with any unauthorized individual, per Health Information
Portability and Accountability Act (HIPAA) regulations.
• Respect:
o Appear and conduct himself/herself in a professionally acceptable manner in accordance
with the SLP dress code and the ASHA Code of Ethics
o Show respect for and be mutually supportive of patient/clients, fellow students, faculty, and
staff regardless of race, religion, gender, sexual preference/identity, nationality, or
economic status.
o Demonstrate respect by responding to requests (written, verbal, email, telephone) in a
timely manner
• Integrity:
o Be trustworthy by acting in a reliable and dependable manner
o Identify truthfully and accurately his/her credentials and professional status.
o Demonstrate accountability for decisions and actions
o Refrain from performing any professional service which requires competence that he/she
does not possess, or which is prohibited by law, unless the situation morally dictates
otherwise.
o Accept responsibility for reporting unprofessional and unethical conduct to the proper
authorities. Adhere to College and Division specific policies and procedures including but
not limited to attendance, dress code etc.
• Innovation:
o Support and create a culture of discovery

If a student does not adhere to professional conduct standards, the student will be counseled by his/her
faculty advisor, the SLP Director of Clinical Education, and/or the clinical educator who observed the behavior.
If unprofessional behavior/conduct continues to be noted, the student will receive a written notice of
unsatisfactory professional conduct and will be counseled by the Program Director or appropriate member of
the faculty.

Determinations of outcomes following the process may include but are not limited to; no action, non-punitive
feedback to foster professional growth, supportive interventions, monitoring, mandatory leave of absence or
dismissal. Upon recommendation of the Program Director, a student who receives an unsatisfactory
evaluation on professional development for one or more semesters may be dismissed from the SLP program.

39
The College of Health Professions reserves the right to discipline, suspend, and/or dismiss any student who
appears physically, morally, psychologically, or academically unsuited to continue studies necessary to
complete the requirements for the degree for which he or she is enrolled. The student has the right to appeal a
disciplinary action or dismissal; click here to refer to the Academic Review Policy in the MUSC Bulletin for
guidance.

40
 SECTION FOUR – SITE AND CLINICAL EDUCATOR INFORMATION

ROLE OF CLINICAL EDUCATOR / CLINICAL EDUCATOR

“Training the student clinician while ensuring quality clinical service to clients is the primary role of the clinical
educator. “ (Hegde and Davis, 1999)

ASHA has identified 13 competencies for clinical educators:

1. Establishes and maintains an effective working relationship.
2. Assists the student to develop clinical goals and objectives.
3. Assists in the development and refinement of assessment skills.
4. Assists in the development and refinement of management skills.
5. Demonstrates and participates in the clinical process.
6. Observes and analyzes assessment and treatment sessions.
7. Assists in the maintenance of clinical records.
8. Assists in planning, executing, and analyzing clinical educatory conferences.
9. Assists in the evaluation of student’s clinical performance.
10. Assists in development of reporting, verbal and written.
11. Shares information on ethical, legal, and regulatory aspects of the professions.
12. Models and facilitates professional conduct.
13. Demonstrates knowledge of clinical education process.

We recognize our role as clinical educators and accept its challenges.

OFF-CAMPUS CLINICAL EDUCATION SITE INFORMATION

Clinical Education sites are initially assessed and periodically re-evaluated to assure quality service delivery
and appropriate mentorship of students. Potential new sites are developed on an ongoing basis. Each site
undergoes a thorough review of key elements as listed in the telephone intake form on the following page,
including review of information found on the website. Before a student is placed at a site, a formal written
agreement must be completed and current between the site and the university. These written agreements are
developed, monitored, and the responsibility of the CHP Clinical Education Support Team in collaboration with
the SLP Director of Clinical Education.

The Speech-Language Pathology program maintains close contact and monitoring of the off campus clinical
sites and clinical educators via:
• Email contact
• Telephone contact
• Review of the student’s midterm clinical evaluation
• Review of the student’s final clinical evaluation

41
• Review of clinical educator evaluation form
• Review of direct contact hours
• On-site visits as necessary and always upon request
• Semester meetings with the students

42
 College of Health Professions
Division of Speech-Language Pathology

SPEECH-LANGUAGE PATHOLOGY PROGRAM CLINICAL SITE INFORMATION FORM

GENERAL INFORMATION

Facility / Site Name:

Type of facility (highlight the setting): Hospital, School, Government Agency, Industry, Private Practice,
College/University , Residential Healthcare Facility, Research Lab, or Other:
Name & Credentials of Contact Person:
Role / Job Title:
Direct Phone: Fax Number:
Main Facility Phone:
Primary Email:
Secondary Email:
Location Address:

Preferred Mailing Address: (if different than above)

Supervisor or SLP Lead:

Phone:
Email:
Preferred Salutation:
Facility / Site Hours:

Office Manager or Administrative Contact:

Title:
Phone:
Email:

1. Share any general facility requirements, such as can accept only 1 MUSC student per term; must arrange for each
practicum at least 3 months in advance, etc.

43
 SUPERVISORS / CLINICAL EDUCATOR

2. Please list all potential supervisors/clinical educators currently at this facility (including yourself, if applicable):

Name: Degree: Yr Rcvd: University:

Yrs of Experience at this Other Credentials: ASHA SC License #: ASHA Supervisor

facility: Certification #: Training?
YES NO

Name: Degree: Yr Rcvd: University:

Yrs of Experience at this Other Credentials: ASHA SC License #: ASHA Supervisor

facility: Certification #: Training?
YES NO

Name: Degree: Yr Rcvd: University:

Yrs of Experience at this Other Credentials: ASHA SC License #: ASHA Supervisor

facility: Certification #: Training?
YES NO

Name: Degree: Yr Rcvd: University:

Yrs of Experience at this Other Credentials: ASHA SC License #: ASHA Supervisor

facility: Certification #: Training?
YES NO

3. Estimated number of supervisors/clinical educators available to MUSC per term:

4. Please, estimate the number of students this site would assign per supervisor/clinical educator. Will they have
more than one student with them at any time, such as two student all day on Mondays?
• Number of students per supervisor/clinical educator:
• If greater than 1, will multiple students work with them at the same time? Yes ___ No ___
If Yes, please elaborate.

STUDENTS

5. Indicate academic and any clinical prerequisites for student placement at this facility:
Select Courses that would apply.
Adult Swallowing Social Aspects of Communication
Neurogenic Language Head & Neck Cancer
Cognitive Aspects of Craniofacial Anomalies & Genetic
Communication Syndromes
Voice Fluency
Motor Speech Hearing
Articulation & Phonology Pediatric Swallowing
Childhood Language: Birth – 5 Communication Modalities
Childhood Language: School Age Tracheostomy and Ventilator-Dependent
Patient Care
Other:
6. Whom should the student contact prior to the start of the rotation?
Name of Contact Person: _______________________________________
Preferred Method of Contact: ____________________________________
44
7. How far in advance of the clinical rotation should the student reach out to the contact person?
____________________(Default is 2 weeks)

8. What is the preferred dress code for the student? (Place “x” next to that which applies)
Business casual ____
Business casual w/ White coat ____
Professional dress (shirt/tie for males) ____
Scrubs ____
Scrubs w/White coat ____

Any other restrictions (e.g., must wear closed toed shoes, no acrylic nails, all tattoos to be covered, no facial
piercings other than for earrings):

ACTIVITIES

9. Indicate the activities students are expected to participate in during a clinical rotation experience at this facility
(examples: Mini-mental exam, Bedside swallow exam, WAB, FEES, CLQT, Functional goal planning, SOAP note
charting, lesson planning). Please, add to the appropriate column below.

Activities to be familiar with prior to an Activities that students will learn and gain
experience at this site. experience with at this site.

10. Will any activities involve telemedicine experiences? Yes___ No __ If Yes, please elaborate.

11. Will any activities involve experience in team-based practice? Yes__ No __

If Yes, please elaborate.

12. Typical Hours (days and times): (Please list as an estimated daily schedule)

PATIENT POPULATION

13. Briefly describe your patient population:

14. Age range for adults: (18+)

15. Age range for children: (1-17)

16. List the culturally and linguistically diverse populations served:

17. Is your community considered rural or medically underserved? Yes___ No ____

18. Please estimate the average number of daily patient/client visits: _______ Patients / Day

19. Over the course of an average week how many patient contact hours would a student be likely to accrue?

45
Provide the average number of patients/clients per academic term for the following:

Speech, Language and Swallowing Disorders and Differences

Total Children Adults

Articulation
Identification & Prevention
Evaluation
Intervention
Fluency
Identification & Prevention
Evaluation
Intervention
Voice & Resonance
Identification & Prevention
Evaluation
Intervention
Receptive and Expressive Language
Identification & Prevention
Evaluation
Intervention
Hearing
Identification & Prevention
Evaluation
Intervention
Swallowing
Identification & Prevention
Evaluation
Intervention
Cognitive Aspects of Communication
Identification & Prevention
Evaluation
Intervention
Social Aspects of Communication
Identification & Prevention
Evaluation
Intervention
Augmentative and Alternative
Communication Needs
Identification & Prevention
Evaluation
Intervention
Other (Please elaborate)

Identification & Prevention

Evaluation
Intervention

46
 PARTIAL LISTING ~ CLINICAL EDUCATION SITES*

Facility Name City State

Allison Therapeutics Mt. Pleasant SC

Aspire, LLC Goose Creek SC
Vantage Speech & Language, LLC Summerville SC
Mount
Mount Pleasant Pediatric Therapy SC
Pleasant
Northern Tides Speech and Language Therapy Charleston SC
Palmetto Speech and Occupational Therapy (SpOT) Summerville SC
Ready, Set, Talk, LLC Mt Pleasant SC
Sweet Talkers Speech Therapy, LLC Charleston SC
MUSC (Downtown / ART) on-campus Charleston SC
MUSC (Shawn Jenkins Children's Hospital) on-campus Charleston SC
MUSC (Summey Medical Pavillion) N Charleston SC
MUSC (Downtown / Main) on-campus Charleston SC
MUSC (Mt Pleasant OT, PT, SLP Clinic) Mt Pleasant SC
MUSC (Pediatric Rehab / Leeds Avenue) N Charleston SC
Spoken Word Speech Therapy, Inc Mt Pleasant SC
Flowertown Speech Therapy Summerville SC
Pittard Speech Therapy Summerville SC
Trident Medical Center Charleston SC
Carolina Speech & Language Center, Inc Summerville SC
Roper Rehab Hospital Charleston SC
Tri-County Therapy, LLC Ladson SC
Well Said, LLC Ladson SC
Encompass Health Rehab (MUSC Affiliate) Charleston SC
Dorchester District Two Office of Special Services Summerville SC
Charleston County School District Charleston SC
Moncks
Berkeley County School District SC
Corner
Charleston Pediatric Rehab West Ashley SC
For the Children / Por Los Ninos LLC Charleston SC
Tara Gay Speech Services /Carolina Milestones, LLC Summerville SC
The Village at Summerville Summerville SC
Pattison’s Academy Charleston SC

47
 Charleston Pediatric Rehab, LLC Charleston SC

*Directions to each site as well as other site-specific information will be provided to student once placement
has been assigned.

48
SECTION FIVE – CHECKLISTS, TEMPLATES, REFERENCE
DOCUMENTS & FORMS

49
 College of Health Professions
Division of Speech-Language Pathology

CLINICAL EDUCATION ORIENTATION CHECKLIST

This is a checklist to assist the clinical educator in orienting the student to the site and clinical education
assignment. The Clinical Rotation Expectations Template (next page) recommended for use at all sites.

The clinical educator will orient the student through:

Introductions to administration, staff, essential personnel and clients.
Review of policies and procedures.
Discussion of facility philosophy as it relates to patient care.
Tour of building.

The clinical educator should discuss the following items with the student during the first days of the
assignment or site orientation.
Calendar
Schedule
Dress Code
Absences and make up days
Clinical educatory Process
Caseload and responsibilities
Lesson Plan format and content
Report Writing format and content
Self-evaluation
Grading
Required meetings and in-services
Conferences
Resources
Presentations/projects
Emergency procedures for the site
Other

The clinical educator and student will:

Complete clinical practicum goals and progress records according to
timelines.
Submit all required paperwork to SLP SLP Director of Clinical Education

50
 College of Health Professions
Division of Speech-Language Pathology

SLP CLINICAL ROTATION EXPECTATIONS TEMPLATE

Student Name: Term: Year:

Clinical Educator Name:
Site Office Hours:
Caseload: Environment:

Before your first day in clinical, be sure you have reviewed the following:
Notes from the following courses:

Articles by:

Tests (including manuals):

Protocols:

Materials in the Clin Meth binder, specifically:

You are scheduled to be in clinical: Days: Times:

If clinic has been cancelled, or patient is absent, the following plan will address skills /hours needed:

If you have an emergency or cannot attend because of illness, do the following:

Contact your clinical educator that morning & submit absence form to the SLP Director of Clinical
Education

Each day in clinical, make sure you:

Are dressed appropriately
Have the following materials with you:

Record your contact hours

Complete other responsibilities: (e.g., room setup)
Due dates for the following
Lesson plans:
Progress notes:
Reports:
Other:
Tests or other procedures you are likely to get experience with during this clinical are:

51
 College of Health Professions
Division of Speech-Language Pathology

STUDENT ABSENCE / ABSENCE REQUEST FORM

Student: Date:

Clinical Site: Clinical Educator:

Reason for absence:

Duration: I will be unable to attend my clinical rotation from:

Start Date: End Date:

The following coverage has been arranged:

Student Signature: Date:

Clinical Educator Signature: Date:

SLP DCE Signature: Date:

This absences request has been: Approved Not Approved

This form must be submitted at least two weeks prior to the requested date of absence, be
approved and signed by both the DCE and the clinical educator. The DCE reserves the right
to deny any absence request for activities that are not considered necessary.

52
 College of Health Professions
Division of Speech-Language Pathology

CHART REVIEW NOTES TEMPLATE

Date:
Patient Initials/Age/DOB:
Location/Room #:

Past Medical History?

Other related medical conditions?

Date of admission to hospital/level of care?

Medical Diagnosis for this admission?

Relevant imaging/surgeries?
Timeframe/Implications?

What has been discussed in the last few MD

notes from the referring physician.
Nursing notes? Other therapy notes?
Confirm type of SLP session and order – Dx/Tx?

Question(s) needing to be answered per SLP

assessment:

Date of last SLP Dx/Tx session?

Relevant previous SLP treatment history?

Dietician Snapshot:
Click on Diet to see what has been ordered

Relevant Social History?

Family involvement?
Educational level of patient:

Other Notes:

Patient is a year old with a past medical history of . S/he was admitted for and is now s/p
with resultant . Results of recent imaging (date/type) are as follows . This is
relevant because . Results of recent surgeries (date/type) are as follows . This is relevant because
. From an SLP perspective, we are being consulted for . History of SLP intervention
includes (or “Patient has not been seen by SLP previously”). Additional information includes
(current diet, relevant social/educational history, etc.).

53
 College of Health Professions
Division of Speech-Language Pathology

STUDENT CLINICAL ACTIVE OBSERVATION FORM

STUDENT:
CLINICAL EDUCATOR:
PATIENT INITIALS:
DATE:
**Active Observation Form MUST be filled out completely for ALL PATIENTS observed and submitted to Clinical Educator.
What items did SLP examine in the
patient’s chart?
What did SLP do before entering
patient’s room?
With whom did SLP speak?
What did SLP say?
What did SLP do when entered the
patient’s room?
How did SLP address the patient?
What words did SLP use?
Did SLP speak to the family?
What words did SLP use?
How did SLP modify the environment
upon entering?
What numbers/information about the
patient was observed before beginning
the exam?
How close did SLP stand to the patient?
Did SLP touch or make contact with the
patient?
What did SLP say to the patient before
beginning the exam?
What clinical signs/symptoms did the
patient demonstrate that made the SLP
change or alter the solid or liquid
presentations?
How and with what words did SLP
educate the patient/family after the
exam?
Who did the SLP speak with upon
leaving the room?
How did SLP convey the clinical
decisions to ensure compliance?

54
 Daily Clinical Evaluation

Instructions

Students: Students will create personal knowledge and skills goals weekly to work on during their clinical
rotation. These goals will be formulated based on reflections, discussions, and self-evaluation addressed in
the Clinical Rotation Didactic course which focuses on the knowledge and skills associated with successful
clinical practice.
Some examples are provided below, but they are not conclusive. If you need further guidance with creating
goals, please coordinate a time to meet with the Director of Clinical Education outside of class. Note:
professionalism, in general, should be rated during each clinical day but does not need to be a specific goal
for the day.
At the beginning of your clinical day, please discuss your goals with your clinical instructor and then again at
the completion of the day to receive feedback.

Clinical Instructors: Please discuss the knowledge and skills goals the student has provided at the
beginning of the clinical day and please use the grading scale below to provide feedback towards the
progress of the goals at the completion of the clinical day.

Domains for Goals/Examples

Evaluation Skills: May include patient history/interview, oral mechanism exam, administration, scoring,
interpreting of standardized testing, choosing assessment materials, site specific evaluation tools (i.e.
modified barium swallow), creating treatment recommendations.

Treatment Skills: May include treatment/lesson planning for each goal to be addressed, flexibility in
adjusting treatment as needed, progressing the patient when appropriate, and patient safety.

Documentation: May include plans of care, progress reports, evaluation reports, daily treatment notes, and
discharge summaries.

Professionalism: May include interpersonal skills, effective communication with patients, families, staff,
and other professionals, patient rapport, appropriate body language, and punctuality.

55
 Daily Clinical Evaluation

Student: Date:

Clinical Instructor: Site:

Goals:
1 2 3 4 5
Able to
Trusted to
Allowed to perform independently
independently
Limited activity under direct execute activity
execute activity,
knowledge/ability & observation with when assigned, Trusted to perform
seeks guidance
insufficient skill to pro-active full trusted to ask for independently
when needed (key
perform task, even supervision & help. Clinical (unsupervised)
findings or activities
with assistance assistance as supervisor is readily
checked by
needed available (indirect
supervisor)
supervision)

Rating:

Professionalism: 1 2 3 4 5

Strengths:

Areas for Continued Improvement:

Clinical Educator Signature Date

56
 Weekly Clinical Evaluation
(Externship Use Only)

Instructions

Students: Students will create personal knowledge and skills goals weekly to work on during their clinical
rotation. These goals will be formulated based on reflections, discussions, and self-evaluation addressed in
the Clinical Externship Didactic course which focuses on the knowledge and skills associated with
successful clinical practice.
Some examples are provided below, but they are not conclusive. If you need further guidance with creating
goals, please coordinate a time to meet with the Director of Clinical Education outside of class. Note:
professionalism, in general, should be rated each week but does not need to be a specific goal for the week.
At the beginning of your clinical week, please discuss your goals with your clinical instructor and then again
at the completion of the week to receive feedback.

Clinical Instructors: Please discuss the knowledge and skills goals the student has provided at the
beginning of the clinical week and please use the grading scale below to provide feedback towards the
progress of the goals at the completion of the clinical week.

Domains for Goals/Examples

Evaluation Skills: May include patient history/interview, oral mechanism exam, administration, scoring,
interpreting of standardized testing, choosing assessment materials, site specific evaluation tools (i.e.
modified barium swallow), creating treatment recommendations.

Treatment Skills: May include treatment/lesson planning for each goal to be addressed, flexibility in
adjusting treatment as needed, progressing the patient when appropriate, and patient safety.

Documentation: May include plans of care, progress reports, evaluation reports, daily treatment notes, and
discharge summaries.

Professionalism: May include interpersonal skills, effective communication with patients, families, staff,
and other professionals, patient rapport, appropriate body language, and punctuality.

57
 Weekly Clinical Evaluation

Student: Date:

Clinical Instructor: Site:

Goal/s:
1 2 3 4 5
Able to
Trusted to
Allowed to perform independently
independently
Limited activity under direct execute activity
execute activity,
knowledge/ability & observation with when assigned, Trusted to perform
seeks guidance
insufficient skill to pro-active full trusted to ask for independently
when needed (key
perform task, even supervision & help. Clinical (unsupervised)
findings or activities
with assistance assistance as supervisor is readily
checked by
needed available (indirect
supervisor)
supervision)

Rating:

Professionalism: 1 2 3 4 5

Strengths:

Areas for Continued Improvement:

Clinical Educator Signature Date

58
CALIPSO – CLINICAL PERFORMANCE SUMMARY

59
CALIPSO – STUDENT PERFORMANCE EVALUATION
CALIPSO – CLOCK HOUR LOG FORM

63
CALIPSO – CLOCK HOUR EXPERIENCE RECORD

64
CALIPSO – OFF CAMPUS PLACEMENT EVALUATION

65
66
CALIPSO – SUPERVISOR/CLINICAL EDUCATOR FEEDBACK FORM

67
68
69
MUSC EXCELLENCE STANDARDS OF BEHAVIOR
 SECTION SIX – POLICY AND PROCEDURES
What is HIPPA?

HIPAA comprises several components aimed at reducing paperwork, improving the efficiency of health
systems, and protecting the confidentiality and security of health care information.

An important part of HIPAA addresses the need for "administrative simplification." To promote administrative
simplification in health care, HIPAA has mandated a set of standards for receiving, transmitting and maintaining
health care information. These standards also are intended to ensure the privacy and security of what's known
as "individually identifiable health information" -- that is, specific information that on its own or in conjunction
with other information serves to identify a particular patient. These standards must be adopted by any
organization that maintains or transmits health information -- all health care providers, health plans and health
clearinghouses (such as outside billing or claims processing services).

HIPAA is administrative simplification.

The purpose of administrative simplification is to streamline electronic transactions throughout the health care
system. To do this, electronic transaction standards have been created for claims processing, eligibility
inquiries, claims payment inquiries and similar transactions. The transaction standards cover content and
format, as well as how information is arranged and sent. The standards apply to all related data that exist at
any time in electronic format. For example, electronic claims must be submitted to payers in standard format
and payers must accept the standard transmission.

HIPAA is privacy.

HIPAA's privacy rule creates a framework for ensuring the safety, security and integrity of electronically stored
and transmitted health care information, as well as health care information in paper form or communicated
verbally.

The goals of the privacy rule are to:

Protect and enhance patient rights by providing access to and controlling inappropriate use of health care
information.

Improve health care quality by maintaining trust between patients, providers and payers.

Improve efficiency and effectiveness of care delivery by creating a national framework for privacy protection.

HIPAA is security.

In order to administer their programs, federal and state agencies, private health plans, health care providers,
and health care clearinghouses must assure their customers that the confidentiality and privacy of health care
information that they electronically collect, maintain, use or transmit is secure.

71
Security of health information is especially important when health information can be directly linked to an
individual. These rules propose standards for the security of individual health information and electronic signature
use by health plans, health care clearinghouses and health care providers. Such standards would be used to
develop and maintain the security of all electronic individual health information. The electronic signature
standard is applicable only in relation to use with the specific transactions as outlined under HIPAA, when it has
been determined that an electronic signature must be used.

HIPAA represents a new and complex regulatory infrastructure governing the creation, use and disclosure of
health information about individuals. Major areas of focus include allowing portability of pre-existing condition
exemptions between employer group health plans; implementing measures to prevent health care fraud and
abuse, standardizing electronic transactions in health care, and implementing privacy protections for patients'
health care information.

In addition to administrative simplification provisions (privacy, security and data code sets), the HIPAA
regulations also address insurance portability and fraud and abuse prevention.

PROTECTED HEALTH INFORMATION – PATIENT IDENTIFIERS

Below is the list of data elements that HIPAA includes as making information patient identifiable.
• Names
• All geographical subdivisions smaller than a State, including street address, city, county, precinct,
zip code, and their equivalent geocodes, except for the initial three digits of a zip code, if according
to the current publicly available data from the Bureau of the Census: (1) The geographic unit
formed by combining all zip codes with the same three initial digits contains more than 20,000
people; and (2) The initial three digits of a zip code for all such geographic units containing 20,000
or fewer people is changed to 000
• All elements of dates (except year) for dates directly related to an individual, including birth date,
admission date, discharge date, date of death; and all ages over 89 and all elements of dates
(including year) indicative of such age, except that such ages and elements may be aggregated
into a single category of age 90 or older
• Phone numbers
• Fax numbers
• Electronic mail addresses
• Social Security numbers
• Medical record numbers
• Health plan beneficiary numbers
• Account numbers
• Certificate/license numbers
• Vehicle identifiers and serial numbers, including license plate numbers

72
 • Device identifiers and serial numbers
• Web Universal Resource Locators (URLs)
• Internet Protocol (IP) address numbers
• Biometric identifiers, including finger and voice prints
• Full face photographic images and any comparable images; and
• Any other unique identifying number, characteristic, or code (note this does not mean the unique
code assigned by the investigator to code the data
•
HIPAA applies when students discuss cases in class, present a case study, or participate in a Grand Rounds.
•
POLICY FOR REPORTING SUSPECTED ABUSE

Any clinical student suspecting or becoming aware of child/client/patient abuse (physical, emotional, or sexual)
is required to inform his/her clinical educator and/or facility administrator. State rules as well as facility policies
must be followed in making reports regarding child abuse. This is for the practicum student’s protection as well
as safeguarding the child/student. The practicum student may contact the clinical educator or SLP DCE if
questions arise.

POLICY FOR RADIATION EXPOSURE

VIDEO FLUOROSCOPIC SWALLOW STUDIES (VFSS)

According to IEMA-Division of Nuclear Safety regulations, radiation workers can receive up to 5000mrem
exposure per calendar year. We are required to badge anyone who has the potential to receive 10% of the
annual limit. The employees in the MUSC speech-language pathology program do not come close to
500mrem. If regular employees with a typical workload are not receiving any significant exposure, it is highly
unlikely that students will come close to the 10% limit. If any student wishes to wear a film badge to track
exposure, they can be provided with one following a written request. Any employees/students who are
pregnant must declare their pregnancy in person at MUSC and receive appropriate instructions. The fetal
badges have a 500mrem exposure limit per gestational period. The fetal badge is worn under the lead apron.
Regular film badges are monitored on a bi-monthly frequency, while the fetal badges are monitored on a
monthly basis.

SOCIAL MEDIA GUIDELINES

Please be aware that protected confidential student and/or patient information may not be shared or posted.
All comments, photos, or other information shared via this social media platform should remain appropriate
and professional and should in no way infringe upon regulations as stated in the Family Educational Rights
and Privacy Act (FERPA). To read more about FERPA, please visit this US Department of Education website.

73
 Per MUSC social media guidelines, you should…

• Identify yourself as a MUSC student only when appropriate and provide an appropriate disclaimer that helps
distinguish your views from those of MUSC.
• Be thoughtful of your social media content. Remember, off-campus and off-duty, you still represent MUSC
and your profession.
• Maintain professional boundaries with patients and their families and do not post anything about a patient.
• Do not use any University or Medical Center computer that handles sensitive data or supports critical
functions to access social networking sites or personal email accounts.

Review MUSC’s Enterprise-wide social media guidelines here.

74
 MUSC HEALTH – POLICIES AND PROCEDURES

MUSC Health Policy Toolbox (NetID Required)

Emergency Management

Infection Control (NetID Required)

Quality Management (NetID Required)

Code of Conduct & Ethical Standards

Material Safety Data Sheets (MSDS) (NetID Required)

Occupational Safety (NetID Required)

75
 THANK YOU!

Students, Clinical Educators, and Coordinators –

At MUSC, we are committed to providing exceptional clinical experiences that will foster professional growth. We
would like to acknowledge the efforts of all clinical educators, both on-campus and off-campus, who provide our
SLP graduate students with excellent learning experiences during their formative training.

We are grateful to all of you who provide these experiences to our students throughout the year! We are
especially grateful to so many of you who continuously provide high quality learning experiences year after year.

If you have questions at any time regarding any aspects of the clinical education process, please do not
hesitate to contact me or schedule an appointment for a site visit. I look forward to working with each of you.

Sincerely,

Lori-Ann Ferraro, MA, CCC-SLP

SLP Director of Clinical Education
Division of Speech-Language Pathology
Department of Rehabilitation Sciences
College of Health Professions
Medical University of South Carolina
[email protected]

76