By Gail Whitelaw This article is a part of the July/August 2017, Volume 29, Number 4, Audiology Today issue. Historically, audiology students were supervised either in the university clinic or at community audiology practices by experienced audiologists. These one-on-one opportunities provided direction for the growth of an audiology student’s knowledge and skill, with the goal to obtain a specified number of “supervised” hours that presumably designated clinical competence. As the profession transitioned to the doctorate, the role of clinical education for doctor of audiology (AuD) students was also in transition. The significant role of clinical placements had expanded with more time available in the program for specific clinical experiences and a greater emphasis on competencies required to become an effective audiologist. The definition and role of clinical educators had expanded as part of this transition, with students in AuD programs participating in a greater number of short-term clinical placements and in a full-time clinical externship as the culmination of their education. Despite an increase in time and the critical role of preceptors in audiology clinical education, training or education in supervision/precepting was rare. Most clinical educators noted that they supervised as they had been supervised and had not received any formal education as a preceptor. This content is an exclusive benefit for American Academy of Audiology members. If you're a member, log in and you'll get immediate access. Member Login If you're not yet a member, you'll be interested to know that joining not only gives you access to top-notch resources like this one, but also invitations to member-only events, inclusion in the member directory, participation in professional forums, and access to patient resources, tools, and continuing education. Join today!