Outcomes of an International Audiology Service-Learning Study-Abroad Program

2016 ◽  
Vol 25 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Lata A. Krishnan ◽  
K. Andrew R. Richards ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
Rating Scale ◽  
Public Affairs ◽  
Community Partner ◽  
Civic Learning ◽  
Study Abroad Program

Purpose The purpose of this study was to evaluate students' academic and civic learning, with particular interest in cultural competence, gained through participation in the Speech, Language, and Hearing Sciences in Zambia study-abroad program. Method Twelve female students participated in the program. Quantitative data collected included pre- and postprogram administration of the Public Affairs Scale (Levesque-Bristol & Cornelius-White, 2012) to measure changes in participants' civic learning. Qualitative data included journals, end-of-program reflection papers, videos, and researcher field notes. Feedback was also obtained from community-partner organizations via a questionnaire and rating scale. Results Comparison of the pre- and postprogram Public Affairs Scale data showed a significant increase in cultural competence and a marginal increase in community engagement at the conclusion of the program. Qualitative data showed that participants' cultural awareness was increased, they benefited from hands-on learning, and they experienced a variety of emotions and emotional and personal growth. Conclusions Results show that a short-term study-abroad program with a service-learning component can be a mechanism for students to enhance academic and civic learning, specifically cultural competence and clinical skills. Sustainability of programs is a challenge that needs to be addressed.

Civic Responsibility and Global Health Care: Audiology Service Learning in Africa

2020 ◽  
Vol 5 (4) ◽  
pp. 1075-1084
Author(s):  
Mershen Pillay ◽  
Ishara Ramkissoon
Keyword(s):  
Health Care ◽  
Graduate Students ◽  
Service Learning ◽  
Study Abroad ◽  
Qualitative Data ◽  
Public Affairs ◽  
World Health ◽  
Civic Responsibility ◽  
Community Partner ◽  
Learning Programs

Purpose Many health professions engage service learning via international humanitarian health care or study abroad programs toward an improved sense of civic responsibility, an aspect that has been inadequately analyzed in hearing health care. The purpose of this study is to evaluate how the curriculum of an international humanitarian health care program in South Africa influenced U.S. graduate students' civic responsibility and their educators' perspectives on audiology study abroad service learning programs. Method Participants ( n = 14) in this study abroad program included seven female graduate audiology students, five community partners, and two educators. Quantitative data were derived from pre- and postprogram administration of the Public Affairs Scale (Levesque-Bristol & Cornelius-White, 2012). Qualitative data sources included student journals, student exit interview, educator field notes and discussions, and responses to the community partner evaluation survey completed by host site personnel. Results A comparison of pre- and postprogram Public Affairs Scale ratings revealed that students demonstrated a significant increase in community engagement, cultural competence, and ethical leadership. Qualitative data revealed themes referenced to practitioners, clients, and context. Further thematic analysis identified three key results including foregrounding health as a development of people, educators and students as critically oriented public intellectuals, and global dialogue for pedagogic (audiology) justice. Discussion and Conclusion Carefully designed study abroad curricular contributed to audiology graduate students' increased service learning, civic responsibility, and civic engagement. Quantitative and qualitative analyses revealed that student service learning experiences were mediated by resources and people in the local context. This study abroad curriculum facilitated educators' thinking regarding the placement of audiology health services and audiology educational models in a globalized world. Health professional pedagogic considerations should be designed for humanitarian health care so that service learning focuses the production of critically oriented practitioners who are competent at enacting practices in global service learning programs.

scholarly journals Cultural Competence and Self-Efficacy After Study Abroad Experiences

2020 ◽  
Vol 29 (4) ◽  
pp. 1896-1909
Author(s):  
Beatriz de Diego-Lázaro ◽  
Kevin Winn ◽  
María Adelaida Restrepo
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Study Abroad ◽  
Self Efficacy ◽  
Cultural Awareness ◽  
Clinical Skills ◽  
Speech Language Pathology ◽  
Mixed Methods Approach ◽  
Language Pathology ◽  
Journal Entries

Purpose Cultural competence is crucial for the successful provision of speech, language, and hearing services. The purpose of this study was to assess and describe gains in cultural awareness, cultural competence, and self-efficacy after service-learning study abroad experiences and to examine whether gains in these areas are related to higher clinical skills ratings in speech-language pathology and audiology students. Method Sixteen speech-language pathology and audiology students participated in two international study abroad experiences (Nicaragua and Malawi). Students completed a survey on cultural awareness, competence, and self-efficacy beliefs and journal entries before, during, and after their trips. In addition, the supervisors assessed the clinical skills of the students by the end of the trip. The researchers applied a mixed-methods approach to analyze data from the survey, clinical ratings, and journals. Results Students showed significant increases in cultural awareness, competence, and self-efficacy. Gains in self-efficacy and cultural awareness were highly correlated with students' clinical ratings in cultural competence as judged by their supervisors. Two main themes were identified from the journal entries: continuing community involvement and growth in cultural self-efficacy. Conclusion Service-learning study abroad experiences help students develop cultural awareness and competence skills and increase their self-efficacy beliefs. Using a mixed-methods approach can help identify strengths and weaknesses in the training of speech-language pathology and audiology students with regard to cultural competence. Supplemental Material https://doi.org/10.23641/asha.12642647

Preparing, Planning, and Executing a Successful Short-Term Study Abroad Program: A Case Study—Speech, Language, and Hearing Sciences in India

2020 ◽  
Vol 5 (4) ◽  
pp. 1067-1074
Author(s):  
Lata A. Krishnan ◽  
Saumya Sundaram ◽  
Sita Sreekumar ◽  
Spoorthi Thammaiah ◽  
Gita Mitra
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Program Planning ◽  
Development Program ◽  
The United States ◽  
Community Partner ◽  
Short Term ◽  
Community Partners ◽  
Faculty Leader ◽  
Study Abroad Program

Purpose The purpose of this clinical focus article is to describe the development and execution of the Speech, Language, and Hearing Sciences in India service learning (SL) study abroad program. It includes the perspectives of the faculty leader from the United States and of the faculty and staff from the community partner organizations in India. Method The development of the program utilized an SL model and occurred over the course of 1 year of planning and discussions with three primary community partner organizations in India, and the program has been offered in the summer of 2018 and 2019. Results Program planning and development, program activities, as well as benefits and challenges are described. Feedback from community partners and qualitative comments from participants are included. Conclusion A short-term SL study abroad program can be mutually beneficial with careful planning that includes input from community partners in the destination country.

Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

2020 ◽  
Vol 5 (5) ◽  
pp. 1231-1242
Author(s):  
Celeste Domsch ◽  
Lori Stiritz ◽  
Jay Huff
Keyword(s):  
United States ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
The United States ◽  
Self Report ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

scholarly journals Development of a Short-Term, Athletic Training and Public Health International Service-Learning Study Abroad Program to Nicaragua

2019 ◽  
Vol 14 (4) ◽  
pp. 283-292 ◽  
Author(s):  
Adam B. Rosen ◽  
Christine C. Center ◽  
Jason D. Coleman
Keyword(s):  
Public Health ◽  
Service Learning ◽  
Study Abroad ◽  
Injury Prevention ◽  
Athletic Training ◽  
Student Athletes ◽  
Learning Study ◽  
Short Term ◽  
Study Abroad Programs ◽  
Study Abroad Program

Context Study abroad programs are a key educational opportunity for athletic training students to grow in cultural competence. Yet, there are few faculty-led, study abroad programs specifically designed for athletic training community engagement in low-income nations. Objective To describe the process of developing and implementing a short-term athletic training and public health service-learning study abroad program to Nicaragua. Background Partnerships with a Nicaraguan partner institution aimed at creating sustainable study abroad programs for students from a variety of disciplines were initially explored. A short-term, study abroad program with athletic training and public health faculty was established based on the opportunities and benefits that it would provide to students, interests of host staff, and the accessibility to a local community. Synthesis Nine athletic training and exercise science students, composed mostly of graduate students, participated in the program in Nicaragua. Students worked with local soccer coaches and their student-athletes. Curriculum for the coaches included basic athletic injury prevention and management techniques including the Fédération Internationale de Football Association 11+ injury prevention protocol, concussions and head injury, heat illness and hydration management, nutrition and performance, and basic first aid. With the student-athletes, the group implemented injury prevention skills including the Fédération Internationale de Football Association 11+, proper heading techniques, and teamwork drills. Results Working with the Nicaraguan soccer players and coaches provided students important lessons in cultural competence, interprofessional education, communication, and patient care. Recommendation(s) As athletic training education shifts to a professional master's degree, it is important for educators to consider study abroad program length, structure, and student learning outcomes if they are interested in creating faculty-led programs. Conclusion(s) Athletic training study abroad programs, which provide students with opportunities for direct interaction with coaches and student-athletes, can provide students with beneficial learning opportunities. This program can offer a framework for those interested in offering short-term programs abroad.

The Benefits and Limitations of a Short-Term Study Abroad Program to Prepare Teachers in a Multicultural Society

2017 ◽  
pp. 361-382
Author(s):  
Heejung An ◽  
Carrie E. Hong ◽  
David Fuentes
Keyword(s):  
Study Abroad ◽  
Cultural Awareness ◽  
Pedagogical Practices ◽  
Korean History ◽  
The Arts ◽  
Short Term Study ◽  
Research Findings ◽  
Teacher Workforce ◽  
Study Abroad Program ◽  
The U.S

This chapter describes a group study abroad program in which 12 U.S. participants (6 pre-service and 6 in-service teachers) traveled to South Korea to enhance their cultural awareness of Korea and to then develop curricula pertaining to Korean history, the arts, area studies, and literature. The authors describe what the program focused on and how the curriculum activities were designed and implemented. Further, an overall theoretical framework for the project and a summary of research findings is presented. Overall, findings note that the participants' level of perceived cultural awareness was not significantly altered through participation in the program. Additionally, this chapter reports whether and how participants' future perceived pedagogical practices were changed as a result of participating in this program. Suggestions for how to diversify the U.S. teacher workforce are also discussed.

Service Learning in Undergraduate Audiology Education

2015 ◽  
Vol 24 (4) ◽  
pp. 508-519 ◽  
Author(s):  
Lata A. Krishnan ◽  
K. Andrew R. Richards ◽  
Mary Bajek
Keyword(s):  
Service Learning ◽  
Learning Community ◽  
Community Service ◽  
Qualitative Data ◽  
Civic Learning ◽  
Band Students ◽  
Hearing Assessment ◽  
Service Learning Projects ◽  
Assessment Procedures ◽  
Learning Projects

Purpose The purpose of this study was to incorporate a service learning project in an undergraduate audiology course and evaluate how it affected student learning in the class. Method The study involved partnering with a group of students enrolled in a band learning community. Students in the audiology course learned about hearing assessment procedures in class and practiced the procedures on each other in labs. Toward the end of the semester, they assessed the hearing of the band students and provided counseling regarding the importance of hearing protection. Qualitative data were obtained in the form of preflections and final reflection papers completed by the students in the audiology course at the start and conclusion of the semester. Quantitative data included completion of the Community Service Attitudes Scale (CSAS; Shiarella, McCarthy, & Tucker, 2000) prior to and at the conclusion of the course. Results Results revealed overwhelmingly positive comments from the students in their final reflections, although there were no significant changes in the pre- and post-administration of the CSAS. Conclusion Incorporating service learning projects into undergraduate curricula in speech and hearing has the potential to enhance academic and civic learning while also benefitting the community.

scholarly journals Receptivity and Readiness for Cultural Competence Training Amongst the Social Workers in Hong Kong

2020 ◽  
Author(s):  
Vincent W P Lee ◽  
Daniel W L Lai ◽  
Yong-Xin Ruan
Keyword(s):  
Hong Kong ◽  
Social Work ◽  
Service Learning ◽  
Cultural Competence ◽  
Social Workers ◽  
Social Services ◽  
Cultural Awareness ◽  
Professional Training ◽  
The Social ◽  
Competence Training

Abstract This research examined understandings of cultural competence of social workers in Hong Kong, their needs and challenges in serving culturally diverse groups, and their willingness and receptivity to receive cultural competence training by using constructivist grounded theory. Individual qualitative interviews were conducted with thirteen frontline and managerial practitioners and educators in training institutions in the social work profession. Data were analysed by identifying major themes. The findings show that social workers in Hong Kong tend to encounter language barriers and various forms of cultural shocks in serving ethnoculturally diverse clients. The professional code of practice is not sufficient in promoting culturally competent practice and there are institutional barriers to the enhancement of cultural competence of the social services. Mainstream social work units are generally not well prepared to provide services to non-Chinese communities. In response to these obstacles, professional training should provide future Hong Kong social workers with opportunities to interact with ethnoculturally diverse communities through service-learning. To tackle institutional racism, leaders should have cultural awareness and promote culturally inclusive practices. Inclusion of staff members from diverse cultural backgrounds would increase the capacity of the organisations to better serve clients of diverse needs. Anti-racism training should be made as an essential professional development component for social work students, practicum students, practitioners and managers.

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