Clinical Partnerships & Experiential Learning

Elder's interest in teaching began while she was a graduate student, when she had opportunities to mentor younger students and experienced firsthand the impact dedicated clinical preceptors can have on professional development.

One of the aspects she enjoys most about serving as a preceptor is the opportunity for continuous learning. She values the exchange of ideas that occurs when students bring new perspectives, ask thoughtful questions, and challenge established ways of thinking.

Elder believes clinical education is about much more than mastering technical skills. She encourages students to develop diagnostic reasoning, build safe and logical patient care plans, and gain confidence performing the full range of medical audiology procedures.

Just as importantly, she emphasizes qualities that cannot be measured by clinical competencies alone. She hopes every student leaves their placement with stronger empathy, curiosity, resilience, and the confidence to approach each patient with compassion and professionalism.

According to Elder, University of Cincinnati students distinguish themselves through their engagement in the clinical environment. They arrive prepared to listen, treat patients and colleagues with respect, and contribute thoughtful ideas that enhance patient care and clinical discussions.

One of the most rewarding moments for Elder is watching the relationship between preceptor and student evolve over time. Observing when the relationship evolves from teacher-student to professional colleagues.

She views that transition as a meaningful milestone that reflects both the student's professional growth and the strength of the clinical education experience.

Clinical education is a mutually beneficial partnership. While students gain invaluable hands-on experience, clinical teams also benefit from fresh perspectives, current research, and new approaches to problem-solving.

Elder believes successful partnerships are built on shared goals, open communication, trust, and mutual respect. These relationships create supportive learning environments that strengthen both student education and patient care.

As students begin their first clinical placement, Elder encourages them to stay curious and embrace every opportunity to learn.

She also emphasizes the importance of resilience, empathy, and building trust with patients and colleagues. These qualities, combined with a commitment to lifelong learning, help students succeed in any clinical environment.

Elder is excited about the future of audiology as advances in technology continue to reshape the profession. She sees tremendous potential in personalized and preventive health care, along with innovations such as gene and stem cell therapies, hearing and vestibular implants, tinnitus therapeutics, and increasingly sophisticated diagnostic tools.

She encourages students to take advantage of every learning opportunity throughout their education, recognizing that audiology offers a wide variety of career paths and practice settings.

As Elder reflects, audiology is a profession where science, technology, and compassionate patient care come together to make a meaningful difference in people's lives. Through dedicated clinical preceptors like Aura Lee Elder, University of Cincinnati students gain the knowledge, confidence, and mentorship needed to become the next generation of exceptional audiologists.

Although serving as a clinical preceptor was initially part of her role, Gearin quickly discovered that teaching benefits everyone involved.

She credits her own clinical preceptors at the Cleveland VA with providing an exceptional learning experience and is committed to paying that mentorship forward. Working with students also challenges her to continuously strengthen her own clinical knowledge while staying current with emerging evidence and best practices.

One of the most rewarding aspects of mentoring is watching students grow from learners into confident professionals. She especially enjoys hearing from former interns after they pass the Registered Dietitian Nutritionist (RDN) exam or begin their careers, knowing she played a small role in their success.

Gearin believes clinical education is where students learn that successful nutrition care extends beyond treating a diagnosis. It requires understanding each patient's unique experiences, values, and goals while working collaboratively with the interdisciplinary health care team.

Throughout each rotation, she encourages students to strengthen their clinical reasoning, improve time management, and develop the confidence to prioritize patient care in a fast-paced inpatient environment. Just as importantly, she hopes they leave with a deep appreciation for professionalism, patient dignity, and the responsibility that comes with being a trusted health care provider.

According to Gearin, University of Cincinnati students consistently demonstrate an exceptional work ethic. She has been impressed by their ability to fully engage in demanding clinical rotations while balancing graduate coursework, part-time employment, and other responsibilities.

Their dedication, professionalism, and willingness to learn allow them to make meaningful contributions to the clinical team while gaining valuable real-world experience.

Hosting students creates benefits for everyone involved. Patients receive thoughtful, individualized care from students who are eager to learn, while clinical staff are challenged to stay current as students bring fresh perspectives and the latest evidence-based nutrition research into practice.

Students also contribute to quality improvement initiatives and other projects that enhance patient care and strengthen the organization. Many dietitians within the VA health care system nd the University of Cincinnati to open communication, shared goals, and a strong commitment to student success.

As students prepare for their first clinical placement, Gearin encourages them to approach every day with curiosity and initiative. She believes preceptors appreciate thoughtful questions, especially when students have taken the time to work through a problem before seeking guidance.

She also reminds students that some of the most meaningful moments in patient care come from simply listening.

Success in the clinical environment, she explains, also depends on effective communication, reliability, teamwork, and a commitment to lifelong learning.

Gearin is excited by the growing recognition of nutrition's role in preventive health care and improving long-term health outcomes. As demand for nutrition expertise continues to expand, she sees tremendous opportunities for registered dietitian nutritionists to make an impact across a wide range of health care settings.

She also encourages students to view every clinical rotation as an opportunity to build their professional future. Clinical internships often serve as extended job interviews, and many VA dietitians began their careers as interns within the VA health care system.

Through dedicated clinical partners like Elizabeth Gearin, University of Cincinnati students gain the hands-on experience, mentorship, and professional confidence needed to become compassionate, evidence-based nutrition professionals.