Academic and Clinical Preparation and Practices of School Speech-Language Pathologists With People Who Stutter

1997 ◽  
Vol 28 (3) ◽  
pp. 195-212 ◽  
Author(s):  
Ellen M. Kelly ◽  
Jane S. Martin ◽  
Kendra E. Baker ◽  
Norma I. Rivera ◽  
Jane E. Bishop ◽  
...  
Keyword(s):  
Professional Practice ◽  
Clinical Competence ◽  
Clinical Training ◽  
Clinical Skills ◽  
Clinical Experiences ◽  
Clinical Practices ◽  
Speech Language Pathologists ◽  
Clinical Preparation ◽  
Clinical Procedures

One-hundred-fifty-seven Indiana school speech-language pathologists responded to a survey regarding their educational and clinical preparation and their current clinical practices with people who stutter. Respondents described and evaluated the quantity and quality of their academic coursework and clinical experiences, as well as their current clinical procedures for diagnosing and treating stuttering. Speech-language pathologists also estimated their clinical competence with their clients who stutter at two junctures in their careers: (a) following completion of academic/clinical training, and (b) currently. Respondents reported receiving insufficient academic and clinical preparation to work with people who stutter. In addition, nearly half of those surveyed reported that their current clinical skills are inadequate for managing stuttering. Findings are interpreted as confirming and extending the growing body of literature that documents the need for the improvement and expansion of educational and clinical opportunities in stuttering for speech-language pathologists in training and those in professional practice.

The teaching of clinical skills at a postgraduate hospital

1981 ◽  
Vol 11 (2) ◽  
pp. 391-399 ◽  
Author(s):  
Francis Creed ◽  
Robin M. Murray
Keyword(s):  
Clinical Training ◽  
Postgraduate Training ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
High Standard ◽  
Teaching Staff ◽  
Academic Instruction ◽  
Practical Instruction ◽  
Multidisciplinary Teamwork

SynopsisThe teaching of ‘clinical skills’ is generally held to be central to postgraduate training in psychiatry, but the term itself has so far escaped exact definition. In an effort to study some of the component clinical abilities, their inter-relationships, and the factors promoting their transmission, all junior psychiatrists at the Maudsley Hospital were surveyed for their views on the clinical training they had received. Three hundred and seventy three assessments on 43 units were made. Trainees perceived the academic instruction and advice on formulating cases which they had received as being quite unrelated to the quality of help with interview skills and instruction in practical management, but feedback from the consultant to the trainee on the latter's performance was necessary for a high standard of both academic and practical instruction. Encouragement to do research was transmitted independently of other clinical teaching. Over a 3-year period the standard of multidisciplinary teamwork appeared to improve, but there was a decline in the standard of academic instruction and in encouragement to do research. These overall differences were due to changes in the teaching staff, rather than alterations in teaching methods. Surveys such as this may help to define the goals of postgraduate clinical training, and also monitor the extent to which an institution is achieving these goals.

scholarly journals Evaluating the feasibility and effectiveness of e- OSCE in the COVID- 19 era

2021 ◽  
Author(s):  
Sarra Shorbagi ◽  
Nabil Sulaiman ◽  
Ahmad Hasswan ◽  
Mujtaba Kaouas ◽  
Mona M. Al-Dijani ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Clinical Training ◽  
Clinical Skills ◽  
Real Life ◽  
Procedural Skills ◽  
Face To Face ◽  
Global Pandemic ◽  
The Face

Abstract Background: The emergence of coronavirus disease 2019 (COVID-19) and its quick progress to a global pandemic has urged medical schools to shift from didactic to distance learning and assessment approaches. The quality of clinical training and assessment have been jeopardized due to the regulatory restrictions and potential hazards to human lives. The aim of this paper is to evaluate the feasibility and effectiveness of an electronic Objective Structured Clinical Examination (e-OSCE), which attempted to transform the format of a face-to-face OSCE to an e-OSCE.Methods: We conducted three end of clerkship e-OSCEs for final year medical students in Surgery, Medicine and Family Medicine using teleconferencing application of Microsoft Teams (MST). The e-OSCE blueprint included the assessment of all clinical skills except physical examination and procedural skills. Examiners supervised e-OSCE from the college campus while all students were remotely assessed through the MST channels. During the exam, the students stayed in their specified MST channels, examiners rotated across all students. The feasibility and effectiveness of e-OSCE was evaluated using a self-administered questionnaire to students, examiners and e-OSCE team. Results: The data analysis showed that 93.4% students and 92.2% examiners agreed with the quality and process of e-OSCE. Similarly, 83.6% students and 98% examiners agreed with the fairness, smoothness and organization of e-OSCE. As many as 45.9% students and 74.5% examiners agreed that e-OSCE was close to real life practice. Approximately one fifth of students and one third of examiners preferred e-OSCE over the face-to-face OSCE. The analysis of qualitative data generated themes of e-OSCE structure and technology. While majority of participants were satisfied with e-OSCE, students were concerned about examiners’ training and e-OSCE contents. Examiners and e-OSCE team recognized the paper-less, tech-savy, fast and reliable e-OSCE format. Conclusion: During and beyond COVID- 19 era, e-OSCE is a feasible and effective modality for assessing clinical competence except for physical examination and procedural skills. The planning and implementation of e-OSCE reflects an ingenuity in assessment of clinical competencies of medical students.

scholarly journals Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

2020 ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Chinese Language ◽  
International Medical ◽  
Clinical Experiences ◽  
African Students ◽  
The Impact

Abstract Background: As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies.Methods: A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence.Results: Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion: This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

scholarly journals Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

2020 ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Chinese Language ◽  
International Medical ◽  
Clinical Experiences ◽  
African Students ◽  
The Impact

Abstract Background: As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies.Methods: A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence.Results: Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion: This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

scholarly journals Effects of Clinical Placements on Paramedic Students’ Learning Outcomes

2017 ◽  
Vol 12 (3) ◽  
pp. 24-31 ◽  
Author(s):  
Nualnong Wongtongkam ◽  
Lyle Brewster
Keyword(s):  
Learning Outcomes ◽  
Qualitative Data ◽  
Emergency Services ◽  
Clinical Skills ◽  
Clinical Experiences ◽  
Hospital Emergency ◽  
Clinical Placements ◽  
Supportive Environments ◽  
Professional Socialisation

Background: Clinical placements are of major importance in students’ learning processes through creating supportive environments and fostering independence into paramedic professional roles. The study aimed to explore whether clinical experiences in out-of-hospital emergency services affected students’ learning outcomes and satisfaction. Methods: A retrospective study was carried out using preceptors’ evaluations (n=160) and students’ feedback forms (n=21). Descriptive and non-parametric inferential statistics were used to analyse quantitative items, and open-ended questions were analysed using content analysis. Results: Findings showed that more than 70% of students were satisfied with the quality of preceptors and the fieldwork atmosphere. Preceptors reported that students’ clinical skills across all categories improved significantly in the last two weeks of training. Qualitative data indicated that students displayed appropriate behaviour and professional socialisation and were keen to learn, and demonstrated competence in paramedicskills. Conclusion: A supportive atmosphere and positive student–preceptor relationships are key attributes for clinical placements if students are to accomplish learning outcomes in out-ofhospital environments.

Towards standardized clinical training: Developing an integrated clinical curriculum for dental trainees in a hospital of stomatology

2019 ◽  
Author(s):  
Chang-yuan ZHANG ◽  
Fa Chen ◽  
Shan-Zhi Wang ◽  
Hao Yu ◽  
Hui Cheng ◽  
...  
Keyword(s):  
Clinical Training ◽  
Clinical Skills ◽  
Skills Training ◽  
Clinical Skills Training ◽  
Significant Difference ◽  
The Mean ◽  
Clinical Curriculum ◽  
Medical University ◽  
One Way Anova

Abstract Objective In order to standardize the teaching criterion and improve the quality of clinical training between different dental trainees, an integrated clinical curriculum was developed since September 2014 in the Hospital of Stomatology, Fujian Medical University of China. This article aimed to introduce the development of this curriculum and evaluate the dental trainees’ view on the curriculum. Methods and analysis A six-step approach was used to develop the curriculum. Dental trainees (n=142) rated the curriculum with satisfaction scores on a Likert-type scale and answered several open-ended questions. One-way ANOVA and Fisher's exact probabilities were utilized to analyzed satisfaction scores among four types of dental trainees. Results The mean satisfaction scores was 7.96 (out of 10). There was no significant difference in satisfaction scores among four types of dental trainees (P=0.209) and between the two genders (P=0.233). 91.55% of the dental trainees reckoned that the curriculum was valuable to their clinical training. There was no significant differences among the four types of dental trainees in terms of helpfulness to promote and standardize their clinical skills training (P=0.828). Conclusions The present findings suggest that the dental trainees appreciated the integrated clinical curriculum. This integrated curriculum is considered suitable for current condition of dental clinical training in China.

Clinical Experiences of School-Based Clinicians With Stuttering: A Mixed Methods Survey

2021 ◽  
Vol 6 (2) ◽  
pp. 356-367
Author(s):  
James Panico ◽  
Derek E. Daniels ◽  
Charity Yarzebinski ◽  
Charles D. Hughes
Keyword(s):  
Mixed Method ◽  
Clinical Training ◽  
Survey Design ◽  
Age Groups ◽  
Future Research ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
School Based ◽  
Clinical Scenarios ◽  
Assessment And Treatment

Purpose The purpose of this study was to examine the clinical experiences of school-based speech-language pathologists related to stuttering by exploring common clinical situations and challenges speech-language pathologists face when working with individuals who stutter and their families. Method This study utilized a mixed method survey design. A total of 200 participants completed an anonymous survey consisting of closed- and open-ended questions regarding knowledge for different age groups (preschool, school-age, adolescent), and confidence in assessment and treatment skills with stuttering. Results Findings revealed that participants generally were least comfortable assessing and treating preschoolers who stutter. Furthermore, qualitative analysis revealed a variety of common and challenging clinical scenarios across all three age levels. Conclusions Overall, it is important to recognize that school-based clinicians have varying experiences and perspectives when working with children who stutter. Several factors may contribute to this including academic and clinical training in stuttering. Future research is also discussed.

Adolescents on the Autism Spectrum: Music Therapists’ Work with Speech-Language Pathologists

2021 ◽  
Author(s):  
Angela Guerriero ◽  
Mara E Culp ◽  
Lisa Pierce-Goldstein
Keyword(s):  
Communication Skills ◽  
Autism Spectrum ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
Music Therapists ◽  
Complex Communication Needs ◽  
Collaborative Models ◽  
Communication Needs ◽  
Multiple Domains

Abstract Adolescents on the autism spectrum may experience challenges with multiple domains of communication that impact their quality of life. Both music therapists and speech-language pathologists (SLPs) implement activities to address these challenges. Empirical evidence suggests that incorporating music into treatment can be an effective way to improve communication. The purpose of this article is to provide suggestions for music therapists assisting adolescents on the autism spectrum to improve their communication skills and ways to collaborate with SLPs in doing so. In this paper, we discuss interprofessional collaborative models (e.g., interdisciplinary, transdisciplinary) and competencies (e.g., coordination, adaptability), as well as music-based clinical experiences that appeal to adolescents, and target improvement of communication skills for learners with complex communication needs.

scholarly journals Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Chinese Language ◽  
International Medical ◽  
Clinical Experiences ◽  
African Students ◽  
The Impact

Abstract Background As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies. Methods A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence. Results Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

Speech-Language Pathologists' Comfort Level With Use of Term “Stuttering” During Evaluations

2020 ◽  
Vol 29 (2) ◽  
pp. 841-850 ◽  
Author(s):  
Courtney T. Byrd ◽  
Danielle Werle ◽  
Kenneth O. St. Louis
Keyword(s):  
Communication Disorders ◽  
Academic Experiences ◽  
Comfort Level ◽  
Future Research ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
Comfort Levels ◽  
Parents And Children ◽  
Evaluation Feedback ◽  
Study Participants

Purpose Speech-language pathologists (SLPs) anecdotally report concern that their interactions with a child who stutters, including even the use of the term “stuttering,” might contribute to negative affective, behavioral, and cognitive consequences. This study investigated SLPs' comfort in providing a diagnosis of “stuttering” to children's parents/caregivers, as compared to other commonly diagnosed developmental communication disorders. Method One hundred forty-one school-based SLPs participated in this study. Participants were randomly assigned to one of two vignettes detailing an evaluation feedback session. Then, participants rated their level of comfort disclosing diagnostic terms to parents/caregivers. Participants provided rationale for their ratings and answered various questions regarding academic and clinical experiences to identify factors that may have influenced ratings. Results SLPs were significantly less likely to feel comfortable using the term “stuttering” compared to other communication disorders. Thematic responses revealed increased experience with a specific speech-language population was related to higher comfort levels with using its diagnostic term. Additionally, knowing a person who stutters predicted greater comfort levels as compared to other clinical and academic experiences. Conclusions SLPs were significantly less comfortable relaying the diagnosis “stuttering” to families compared to other speech-language diagnoses. Given the potential deleterious effects of avoidance of this term for both parents and children who stutter, future research should explore whether increased exposure to persons who stutter of all ages systematically improves comfort level with the use of this term.

Sign in / Sign up

Export Citation Format

Share Document