scholarly journals International students in speech-language pathology clinical education placements: Perceptions of experience and competency development

2015 ◽  
Vol 17 (3) ◽  
pp. 314-324 ◽  
Author(s):  
Stacie Attrill ◽  
Michelle Lincoln ◽  
Sue McAllister
Keyword(s):  
International Students ◽  
Clinical Education ◽  
Speech Language Pathology ◽  
Competency Development ◽  
Language Pathology

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Inclusion of Transgender Voice and Communication Training in a University Clinic

2017 ◽  
Vol 2 (10) ◽  
pp. 109-115 ◽  
Author(s):  
Jennifer Oates ◽  
Georgia Dacakis
Keyword(s):  
Training Program ◽  
Clinical Education ◽  
Well Being ◽  
Evidence Base ◽  
Communication Training ◽  
Speech Language Pathology ◽  
Transgender People ◽  
Language Pathology ◽  
Effectiveness Of Training ◽  
Negative Impacts

Because of the increasing number of transgender people requesting speech-language pathology services, because having gender-incongruent voice and communication has major negative impacts on an individual's social participation and well-being, and because voice and communication training is supported by an improving evidence-base, it is becoming more common for universities to include transgender-specific theoretical and clinical components in their speech-language pathology programs. This paper describes the theoretical and clinical education provided to speech-language pathology students at La Trobe University in Australia, with a particular focus on the voice and communication training program offered by the La Trobe Communication Clinic. Further research is required to determine the outcomes of the clinic's training program in terms of student confidence and competence as well as the effectiveness of training for transgender clients.

scholarly journals Conscious Clinical Education: The Evidence-Based Education—Clinical Education Model

2020 ◽  
Vol 41 (04) ◽  
pp. 279-288
Author(s):  
Mark DeRuiter ◽  
Sarah M. Ginsberg
Keyword(s):  
Clinical Education ◽  
Teaching And Learning ◽  
Clinical Decision Making ◽  
Graduate Programs ◽  
Clinical Decision ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Language Pathology ◽  
Education Model

AbstractThe fields of speech-language pathology and audiology, collectively referred to as communication sciences and disorders, are driven by evidence-based practice (EBP). As accountability in clinical service delivery continues to increase, there are few who would argue that encouraging clinicians to engage in methods that have withstood the rigors of peer-review is the wrong approach. Graduate students are typically given many opportunities to learn about the evidence for their discipline, and graduate programs are required to provide these opportunities under accreditation standards. While EBP is critical to our discipline's clinical function, we assert that evidence-based education (EBE) is equally as important as EBP to our discipline's function in educating our students. This article discusses EBP and EBE with a focus on elements that may not have been considered in the past, particularly within the complex dynamic of the EBE and clinical education interface. We present current and proposed models, including a new model of EBE in clinical education. We share insights into how the new and proposed models fit within the broader context of clinical decision making and the scholarship of teaching and learning. We conclude by addressing future needs for the education of clinical educators.

Deliberate Supervision: Practical Strategies for Success

2020 ◽  
Vol 5 (1) ◽  
pp. 206-215
Author(s):  
Kelly A. Kleinhans ◽  
Christina Brock ◽  
Lauren E. Bland ◽  
Bethany A. Berry
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Professional Practice ◽  
Clinical Education ◽  
Clinical Skills ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Practice Experience ◽  
Certification Standards ◽  
Language Pathology

Purpose Clinical supervisors play a fundamental role in enabling students to transform knowledge into clinical skills. The 2020 changes to Speech-Language Pathology Certification Standards will require speech-language pathologists who want to serve as clinical supervisors of applicants for certification to complete a minimum of 9 months of practice experience postcertification and 2 hr of professional development in the professional practice domain of supervision postcertification prior to overseeing a student in a clinical supervisor capacity. Conclusion This article describes a framework for clinical supervisors of graduate students to use based on the premise that supervision should be an intentional reflective activity. The authors describe how to plan for clinical education across practice settings, provide appropriate feedback, and use questions effectively. Supplemental Material https://doi.org/10.23641/asha.11528250

scholarly journals Clinical Education Outcomes and Research Directions in Speech-Language Pathology: A Scoping Review

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
George Wolford ◽  
Schea Fissel Brannick ◽  
Sarah Strother
Keyword(s):  
Outcome Measures ◽  
Scoping Review ◽  
Clinical Education ◽  
Self Report ◽  
Speech Language Pathology ◽  
Research Directions ◽  
Education Outcomes ◽  
Self Reports ◽  
Specific Outcome ◽  
Language Pathology

Purpose: To describe what researchers are investigating and how they are measuring the constructs of their investigations within the speech-language pathology (SLP) clinical education literature. Method: A scoping review methodology (Arksey & O’Malley, 2005) was employed to develop a picture of clinical education articles which reported a measured outcome. Articles that met criteria were categorized by the purpose of the investigation and the outcome measures reported. Result: 124 articles met inclusion criteria. Analysis of study purposes revealed a wide breadth of foci that were grouped into four broad clusters: Outcome Measures, Student Perspectives, Educational Contexts, and Teaching Methods. Most of the studies in the corpus relied only on student self-report measures. In addition, any specific outcome measure was typically used only once and not found in subsequent studies. Trends indicate a variety of constructs are being studied at an exploratory level with limited in-depth investigation. Conclusion: Given the inconsistency of outcome measures and reliance on self-report measures, more research is needed to validate recommendations of best practices in clinical education. Areas of need include developing and implementing validated outcomes, more frequent investigation of clinical education using measures other than student self-reports, and testing theories found in other fields.

Co-Delivered Integrative Music and Language Therapy: Positive Outcomes Through Music Therapy and Speech-Language Pathology Collaboration

2019 ◽  
Vol 4 (2) ◽  
pp. 261-268 ◽  
Author(s):  
Melissa A. Johnson ◽  
Heather Coles ◽  
Laurie Keough ◽  
Betsey King ◽  
Melissa Reed
Keyword(s):  
Clinical Education ◽  
Interprofessional Education ◽  
Theory Approach ◽  
Speech Language Pathology ◽  
Plain Language ◽  
Speech And Language ◽  
Language Therapy ◽  
Music And Language ◽  
Language Pathology ◽  
Communication Impairments

Purpose Persons with aphasia can sometimes retain the ability to sing, and several studies have shown the effectiveness of using music to improve speech and language output. The purposes of this article were to discuss the theoretical principles and observed speech-language outcomes of a co-delivered integrative music and language therapy (CIMaLT) methodology for adults with chronic aphasia in a college-based clinic, to describe the interprofessional clinical education model used at the clinic, and to present a case example of CIMaLT implementation. Conclusion CIMaLT is an effective and feasible methodology to implement interprofessional education and practice in a college-based clinic. Additionally, it results in meaningful change in speech and language for some clients with aphasia and apraxia. Additional research is needed to further explore its outcomes for students and persons with aphasia and other neurogenic communication impairments at various stages of recovery. Plain Language Summary Persons with aphasia can sometimes retain the ability to sing, which can help improve speech and language function. Music and speech-language pathology students from our college-based clinic work together to provide treatment for persons with aphasia. This results in improvements in both student learning and client speech and language. This article describes the theory approach, and client and student outcomes of this treatment.

A New Focus on Supervision: Looking to the Future

2008 ◽  
Vol 18 (1) ◽  
pp. 17-23 ◽  
Author(s):  
Lisa Cabiale O’Connor
Keyword(s):  
Clinical Supervision ◽  
Clinical Education ◽  
Formal Education ◽  
Speech Language Pathology ◽  
Specialty Area ◽  
Distinct Area ◽  
Language Pathology ◽  
Supervisory Process ◽  
Definition Of

Abstract This article examines some of our assumptions about clinical supervision, such as, good clinicians automatically make good supervisors, the major role of the supervisor is evaluation, and formal education is not necessary for engaging in supervision. It is important to examine what actions or future directions are necessary so that we do more than just say we recognize supervision as a distinct area of practice. It is time to identify actions professionals and/or the professions need to take in order to ensure quality supervision and, as a result, more effective clinical education. Suggestions include, among others, focusing on increased knowledge and understanding of the supervisory process in speech-language pathology and audiology, acknowledging that education in supervision makes a difference and creates opportunities for professionals to obtain such education, developing and distributing new professional policy documents that focus on supervision, recognizing and promoting a comprehensive definition of the supervisory process, developing tools to evaluate the effectiveness of supervisors, and promoting research that supports the efficacy of supervision in the professions. Supervision is necessary; it is guided by competencies that require training; it is both an art and a science; and, it is a specialty area of the professions.

Ethics: A Model Curriculum for Teaching Professional Issues in University Speech-Language Pathology and Audiology Programs

2010 ◽  
Vol 20 (1) ◽  
pp. 20-34 ◽  
Author(s):  
Mary Lou Poole ◽  
Barbara Solomon
Keyword(s):  
Clinical Education ◽  
The United States ◽  
Professional Issues ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Course Content ◽  
Daunting Task ◽  
Wide Range ◽  
Language Pathology ◽  
Teaching Professional

Abstract Educating graduate level speech-language pathology and audiology students has become a truly daunting task. As the American Speech-Language Hearing Association (ASHA's) Scope of Practice (ASHA, 2007) expanded over the last 15 years, so did demands and challenges placed on universities to offer a wide range of disorder classes and clinical experiences. With regards to the area of professional issues, many programs struggle with balancing and providing appropriate pedagogical learning and clinical experience. This article offers a Model Professional Issues Curriculum for educational programs in speech-language pathology and audiology that was developed by a consortium of representatives from several universities throughout the United States. The course content, which consists of 13 core topics, is presented using Bloom's Taxonomy as a guideline for teaching the learning outcomes addressed. Educators in clinical education will find this model useful for developing a course in Professional Issues or supplementing existing courses.

Building Teams in Speech-Language Pathology Clinical Education

2009 ◽  
Vol 19 (3) ◽  
pp. 82-86 ◽  
Author(s):  
Kristine V. Sbaschnig
Keyword(s):  
Clinical Education ◽  
Professional Growth ◽  
Clinical Services ◽  
Speech Language Pathology ◽  
Peer Supervision ◽  
Team Meetings ◽  
Clinical Educators ◽  
Language Pathology ◽  
Personal Level ◽  
The Coordinator

Abstract Competition for entry into graduate school in speech-language pathology is intense. Building teams is one way for students to put aside the competitive mindset and learn to collaborate. Building teams is a peer-supervision method of learning that forms a bridge between instructor-driven supervision and self-supervision. Teams meet weekly and include the student clinicians, as well as the clinical educators assigned to the team. The Coordinator of Clinical Services schedules the meetings at a time that is convenient for all members of the team and sets the agenda. The team meetings include two main activities: Case Studies and the Teaching Clinic. The procedures for these activities are discussed. The benefit to students is that it teaches appropriate consultation and advocacy strategies as well as developing knowledge of the clinical process. The benefits to Coordinators of Clinical Services is that it assists them in becoming familiar with the graduate students on a personal level, in knowing the clients and their treatments, and in scheduling to meet each student's professional growth needs.

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