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Continuing Competence Program

Peer Dialogue Reflection Example Submissions

Competence is the combination of:

The sample reflections 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, and included:

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

Note also that these reflections focused on the impact(s) to the members’ own competence, rather than the competence of the peer with whom they had the discussion.

Audiology Reflection Example:

Describe the situation you discussed with your peer. Provide enough detail to give a clear understanding of the situation but please ensure to maintain confidentiality.

Reflection: My supervisor informed me that in Alberta, there needs to be a bilateral hearing loss for a patient to be a candidate for a cochlear implant and that the word discrimination score must be less than 40% in the better ear. This was very helpful as I was not aware of this limitation. As such, she recommended trying a Bi-CROS hearing aid system with a patient who has unilateral profound hearing loss, to see if they perceive any benefit. She also advised me that the patient may NOT find benefit in the BI-CROS system, as they may find that this type of hearing aid generates too much noise.

How have you applied, or will you apply, what you learned from this dialogue in your professional practice? Be specific about how your own knowledge, skills, attitudes, judgment, and/or practice have changed or will change. 

Reflection: The discussion with my peer focused on building a therapeutic relationship through positive interactions. We discussed the importance of active listening for establishing trust and rapport. The conversation also emphasized the importance of collaborating with patients and families to ensure plans for future management or intervention are client centered. Active listening and careful consideration of input empowers patients and families to be involved in decision-making. Conscious communication also ensures the approach to care focuses on the areas that are significant to the client and their family. By doing so, we ensure the patient is receiving necessary supports to participate fully in the activities that are meaningful for them. Following our conversation, I have been tailoring my counselling to make the information more meaningful to families.

SLP Reflection Examples:

Describe the situation you discussed with your peer. Provide enough detail to give a clear understanding of the situation but please ensure to maintain confidentiality.

Reflection: I was struggling with an educational assistant under my supervision because she was not following through on recommendations given by myself, the OT, or the classroom teacher. I met with the EA several times to discuss expectations and write out recommendations. When no action was taken on the part of the EA and no changes were being made in service to the student, I decided to speak to my OT colleague to problem solve this situation.

How have you applied, or will you apply, what you learned from this dialogue in your professional practice? Be specific about how your own knowledge, skills, attitudes, judgment, and/or practice have changed or will change.

Reflection: After speaking with my colleague, we created a concrete plan for the EA to follow. We provided a chart that included our goal and a variety of activities she could complete to target those goals. A simpler tracking form was provided to help her track tasks and progress more easily. This dialogue with my colleague reminded me to be clearer and more concrete in the language and direction I give to the EAs and SLPAs I work with on a daily basis.

Describe the situation you discussed with your peer. Provide enough detail to give a clear understanding of the situation but please ensure to maintain confidentiality.

Reflection: I had recently taken on four new clients who stutter, ranging from age 4 to 16. After assessing these clients, identifying their goals, and brushing up on my knowledge of the different treatment approaches available, I developed a proposed treatment plan for each. However, before proceeding with these plans, I wanted input from a colleague who has more expertise than I do in treating fluency disorders.

How have you applied, or will you apply, what you learned from this dialogue in your professional practice? Be specific about how your own knowledge, skills, attitudes, judgment, and/or practice have changed or will change.

Reflection: The discussion shifted the way that I approach treatment planning for fluency clients. I learned how the treatment approaches and hierarchies presented in the literature need not be rigidly adhered to, and that elements from different approaches can be blended to create personalized treatment plans that are more client/family-centred and more efficient in targeting the client’s specific goals. Through this discussion, I was also introduced to training modules and a fluency community of practice that I plan to get involved with in the new year, which will further build my competencies in this area.

Non-clinical Examples:

Describe the situation you discussed with your peer. Provide enough detail to give a clear understanding of the situation but please ensure to maintain confidentiality.

Reflection: My advisor and I discussed two main topics (biweekly mentorship for 6 months established). One of those topics is around leadership and having radically candid, but difficult conversations on the team.

How have you applied, or will you apply, what you learned from this dialogue in your professional practice? Be specific about how your own knowledge, skills, attitudes, judgment, and/or practice have changed or will change.

Reflection: Together with my advisor, I am learning how to structure my conversations with clinical managers, clinical leads and clinical directors, such as by providing timely and relevant feedback whilst also providing encouragement and support when needed. I led a successful implementation kickoff meeting with one group of S-LPs by providing engaging discussions and clear communication. I have two more such engagements coming up. My advisor is also providing mentorship so that I can develop my leadership skill set, such as critical thinking skills and creative problem solving both within my own team, but also within my practice when communicating with leads across other sites.