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Continuing Competence Program

Continuing Education Report Example Submissions

Competence is the combination of:

These example reflections, submitted by regulated members as part of their CCP submission, all detail how the regulated member’s knowledge, skills, attitudes and/or judgement were positively impacted by the continuing education activities they completed.

Note that in these reflections, the members provided specific information about knowledge gained or changes to practice (i.e., changes to their skills, attitudes, or judgement) that occurred, including examples of the following:

  • Practice areas or diagnoses,
  • Population groups, including client age ranges, and/or
  • Specific clinical or nonclinical skills that were impacted.

Audiology Reflection Examples:

The SAC webcast on recreational NIHL provided me with further information on how specific recreational activities can have an impact on an individual’s hearing. Though we learn that noise exposure can have an effect on hearing thresholds, more emphasis is placed on occupational noise exposure. This webcast provided some statistics about recreational NIHL and the level of “noise doses” that result from many of these activities as found in various studies. This has been helpful in furthering my knowledge as an Audiologist as I feel better equipped to take history from patients regarding their historical noise exposure and make a more informed decision as to how much that exposure may contribute to hearing difficulties.

As a clinician that completed my schooling in another province, the jurisprudence education modules were vital in helping me to understand and develop a strong basis for the procedures and policies here in Alberta. Though much of the content in the course overlapped with that of my prior knowledge, now having a more concrete understanding of the legislations and acts important to Audiologists in this province, as well as the tools and references to refer to during my practice is invaluable.

SLP Reflection Examples:

By doing self-study and viewing webinars on Intervention for Speech Sound Disorders, I became more knowledgeable on the various intervention approaches. I was then able to apply this information to students on my current caseload who present with phonological delays/disorders. I have guided my SLPA’s and provided resources and materials on various approaches (Cycle Approach, Core Word Approach, Minimal Pairs), and have gained better understanding of approaches I am not as familiar with (Complexity Approach, Maximal Oppositions, Multiple Oppositions).

The ASHA webinar: Building a Culturally Inclusive & Gender Affirming Space taught me to communicate differently with my clients in the following ways:

  • use gender neutral language (and how to deal with mistakes that happen)
  • create a more gender-neutral intake/history based on examples given by the presenters
  • model gender neutral language to my clients and colleagues.

Expert competence was improved via the hearing loss presentation. I have 1 client with hearing loss, 1st in the past 8 yrs. Given this low incidence, reacquainting myself with current evidence-based practices was essential. This presentation provided guidance & a framework for assessment, treatment & counselling which I have been able to implement (modifying goals, explaining hearing age, becoming comfortable with equipment, administering LING screen). I feel more confident in my ability to provide services, have improved knowledge of service provision & options, & have identified colleagues willing to provide support and mentorship as needed.

Supervising graduate SLP students for their pediatric clinical placements helped improve my manager competence. A focus area: communicating with client caregivers. I had to analyze my approach & framework to best explain & rationalize my approach to add to my demos. As well, I explored & shared resources to support learning & assigned them a similar task. Via discussion & strategy & tool use, skills improved. Managerial wise, the increased knowledge improved my clinical guidance & exchanges with students. I better reflected on strengths, challenges, adaptations, & other tools to draw on. My original approach & framework broadened. This let me better guide my students &, in the future, will aid my supervision of future students.

Non-clinical Examples:

Learning about speech sound development in other languages enhanced my understanding of universal vs. language-specific patterns, which I can incorporate into my teaching and supervision of graduate student research. Teaching phonological disorders after a two-year gap required additional self-study to update clinically relevant resources (e.g., new versions of tests) and new research findings into the course.

My supervisor training is helping me to learn to collaborate, support and lead the educational assistants who report to me and who I am required to supervise. I am also learning skills to manage conflict, provide feedback, assess interaction styles and develop skills to support my staff to grow as professionals.