51 - Using Self-Reflection to Support the Anxious Graduate Student in an Online Program

Abstract: This session explores the use of self-reflection and metacognitive strategies to support online graduate student clinicians in Communication Sciences and Disorders (CSD) who struggle with high levels of anxiety. By encouraging greater self-awareness of their learning processes and clinical skills, students can enhance their confidence and resilience when facing clinical challenges. The presentation also emphasizes the crucial role of clinical educators in creating a reflective learning culture through strengths-based feedback and guided self-assessment activities.
Description: This session will explore how integrating self-reflection and metacognitive strategies can effectively support online graduate student clinicians in Communication Sciences and Disorders (CSD) who experience heightened anxiety during their clinical training. By promoting deeper self-awareness of learning processes and clinical performance, these approaches can help students build greater confidence, adaptability, and resilience in managing clinical responsibilities. Additionally, this session will highlight the essential role of clinical educators in fostering a reflective learning environment, through the use of strengths-based feedback and structured opportunities for self-assessment, to better prepare students for the demands of professional practice. Practical strategies and discussion will equip attendees with tools to enhance student support and success in both academic and clinical settings.

Supporting Research: Reference 1: Bogardus, J., Armstrong, E. S., VanOss, T., & Brown, D. J. (2022). Stress, anxiety, depression, and perfectionism among graduate students in health sciences programs. Journal of Allied Health, 51(1), 15E-25E.

Supporting Research: Reference 2: Chi, T., Cheng, L., & Zhang, Z. (2023). Global prevalence and trend of anxiety among graduate students: A systematic review and meta‐analysis. Brain and Behavior, 13(4), e2909.

Supporting Research: Reference 3: Cook, K., Tillard, G., Wyles, C. Gerhard, T. Ormond, T., & McAuliffe (2019) Assessing and developing the written reflective practice skills of speech-language pathology students International Journal of Speech-Language Pathology

Supporting Research: Reference 4: Gottlieb, G., Sullivan, C., Netski, D., & Batra, K. (2024). Anxiety and depression among college students in the post-COVID-19 phase. Journal of Medicine, Surgery, and Public Health, 3, 100128.

Supporting Research: Reference 5: Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: a systematic review. Advances in health sciences education, 14, 595-621.