Intentional Strategies to Support �Modern Students

Dr. Robin Pegg, Dr. Stacey Webster, Melissa Todd, �Dr. Wendy Sit, Dr. Holly Grieves, Erin Grimmer

Agenda

The Modern Student

Split Up Groups

Strategies

Large Group Discussion

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Understanding the Modern Student

• Prefer Coaching/Mentoring vs. Supervision
• Guide toward self-discovery of solutions
• Goal-plan-do-check
• Gap in perception of "Practice-Ready Skills"
• Require role-modelling
• Check-ins/debrief for self-awareness
• Crave feedback (that includes praise/admiration)

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"Bridging the gap with Generation Y and Z" by Elizabeth D. DeIuliis and Emily Saylor

Who is the “modern student?”

Consider and discuss your experiences with the modern student

• What are 4 "glows" and "grows" you've observed?
• How did these support their experience?
• How were they barriers?
• What strategies have you used to support them?
• What worked? What didn't?

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#1. Structure = Equitable Education

Research supports that structured environments improve student outcomes. When students experience clear structure, both personally and across the program, they do better in many domains. 

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Students in more structured environments reported:

• Less bullying, identity exclusion, and mental health concerns
• More belonging, collaboration, productivity, and shared purpose

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In short, structure creates safer, more supportive, and more effective learning environments.

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Wu, J., Guzman, L., Patt, C., Eppig, A., & Mendoza Denton, R. (2025). Can program structure advance equity in graduate education? Innovative Higher Education, 51, 241–263. https://doi.org/10.1007/s10755-025-09808-x

�Structure the FW Experience Intentionally

�Plan your process from start to finish. How do you onboard students, expectations, orientation, and communicate weekly the progressions. 

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• Welcoming students
• Support them in how to prepare
• Review your expectations 
• Plan time for feedback 
• Understand & incorporate weekly progressions

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The Friendly Visit�Take the assumption out and build the structure

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• Discuss expectations & how to prepare
• Uphold student accountability to protect credibility
• Discuss your mentorship style and the students learning style
• Discuss how you will both communicate if problems arise
• Plan for weekly feedback
• Review the weekly learning goals and flow

#2: Communication�    & � Feedback

• Identity what type of feedback works for your student.
• Open, honest, clear, transparent
• Consider various forms of feedback
• Confirm messages are being received
• Real time feedback
• Targeted Feedback
• Demonstration of skills as feedback

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#2: Communication & Feedback

• Cultivate a positive and supportive environment
• Provide more frequent and constructive feedback
• Connect their skills to their personal values and goals. 

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Gen Z

Gen Y

• Foster creativity and innovation
• Connect FW to a larger purpose
• Provide real-time, quick feedback
• Encourage diverse perspectives

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#3: “Think Aloud”

• Useful strategy used for students to hear your critical thinking "out loud"
• Students don't know what they don't know, and they can't read your mind!
• Experienced clinicians often use automatic, unconscious thinking processes without even realizing it 

Pinnock, R., Young, L., Spence, F., Henning, M., & Hazell, W. (2015). Can Think Aloud Be Used to Teach and Assess Clinical Reasoning in Graduate Medical Education? Journal of Graduate Medical Education, 7(3), 334–337. https://doi.org/10.4300/JGME-D-14-00601.1

#4: Reflection

• A vital component of adult learning

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• Harness the power of the “disruptive dilemma”

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• Cultivate a habit of daily reflection
• Builds self-accountability
• Makes student an active learner
• Follow with action steps

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Cranton, P. (2016). Understanding and Promoting Transformative Learning (3rd ed.). San Francisco, CA: Jossey-Bass

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��Sample Daily Reflection Activity��What went well today?��What could have gone better?��What do I need to do to be a better therapist tomorrow?����

Group Efforts ☺

• What have you seen/done �that was helpful for the �modern student?
• What can we (universities) do on our end to support you and your student during fieldwork?
• Best practice: COLLABORATION!

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Thank You

Please reach out with any �questions or concerns!

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SlideDeck will be posted on MOTEC’s website for future reference

References

Pinnock, R., Young, L., Spence, F., Henning, M., & Hazell, W. (2015). Can Think Aloud Be Used to Teach and Assess Clinical Reasoning in Graduate Medical Education? Journal of Graduate Medical Education, 7(3), 334–337. https://doi.org/10.4300/JGME-D-14-00601.1

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Wu, J., Guzman, L., Patt, C., Eppig, A., & Mendoza Denton, R. (2025). Can program structure advance equity in graduate education? Innovative Higher Education, 51, 241–263. https://doi.org/10.1007/s10755-025-09808-x

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