Admissions Type and Cultural Competency in Graduate Speech-Language Pathology Curricula: A National Survey Study

Cultural Backgrounds ◽

Traditional Group ◽

Holistic Review ◽

Language Pathology ◽

Purpose This research describes the results of survey questions designed to establish how cultural competency is taught in graduate speech-language pathology programs with a view on how to increase cultural competency in practicing professionals. Method One hundred ten department chairs or designees of university programs with graduate speech-language pathology programs participated in this study. Participants were asked questions to better understand how programs included cultural competency content for teaching purposes in program curricula. Respondents were sorted into groups by admission practices (traditional admissions, some holistic measures, or holistic review ). We provide a description of responses, including which cultural competency topics are included in curricula, and we compare programs' composite cultural competency by admission type. Results Programs that used some holistic measures or holistic review had had significantly more content that focused on cultural competency than the traditional group, and also used a wider range of pedagogical approaches used to teach this content. Programs that employed some holistic measures or holistic review also covered a wider range of topics, including learning the importance of listening nonjudgmentally to clients' disability/health beliefs and valuing curiosity, empathy, and respect for others. Less than 30% of the traditional admissions programs reported that students were taught about institutional biases or the value of eliminating disparities, and less than 40% reported that students are comfortable talking about culture openly or are able to discuss their own cultural backgrounds or biases. The authors discuss implications and recommendations for enhancing cultural competence in graduate speech-language pathology programs.

Preliminary evaluation of applicants to master's programs in speech-language pathology using vignettes and criteria from a holistic review process

10.31234/osf.io/a34zj ◽

2021 ◽

Author(s):

Teresa Girolamo ◽

Stephen Politzer-Ahles ◽

Samantha Ghali ◽

BRITTANY WILLIAMS

Keyword(s):

Linguistic Diversity ◽

Preliminary Evaluation ◽

Barriers To Entry ◽

Master's Programs ◽

Cultural And Linguistic Diversity ◽

Holistic Review ◽

Language Pathology ◽

High Level ◽

Future Work

Purpose: Little is known about how others evaluate applicants to master’s programs in speech-language pathology along criteria used during holistic review, despite more programs adopting holistic review. This knowledge gap limits our understanding of whether holistic admissions may offer a more equitable pathway to entering speech-language pathology. This study investigated how faculty and Ph.D. students evaluated applicants to master’s speech-language pathology programs along criteria used during holistic review.Method: We administered a survey online through a Qualtrics platform. Respondents (N = 66) were faculty and Ph.D. candidates in U.S. speech-language-hearing departments. Survey blocks included demographics, professional background, and vignettes. Vignettes featured profiles of applicants to master’s programs in speech-language pathology. Vignettes systematically varied in the indicators of applicant criteria, which were specified at low, moderate, or high levels, or not specified. After reading each vignette, respondents rated the applicant and indicated their admissions decision. Analysis included descriptives.Results: Relative to an applicant who was at a high level for all indicators except cultural and linguistic diversity, respondents ranked applicants who varied in their indicators of criteria levels lower. Respondents were also less likely to make an explicit “accept” decision (versus “waitlist” or “reject”) for this latter group of applicants. Conclusion: Even when implementing criteria used during holistic review, applicants who vary from a “high-achieving” stereotype may still face barriers to entry. Future work is needed to understand the precise nature of how holistic admissions review may play out in actual practice and help increase diversity in the profession.

Use, Perceptions, and Awareness of LibGuides among Undergraduate and Graduate Health Professions Students

Evidence Based Library and Information Practice ◽

10.18438/eblip29653 ◽

2020 ◽

Vol 15 (3) ◽

pp. 157-172

Author(s):

John Carey ◽

Ajatshatru Pathak ◽

Sarah C. Johnson

Keyword(s):

New York ◽

Health Professions ◽

Medical Laboratory ◽

Physical Therapy Students ◽

Public College ◽

Academic Level ◽

Library Research ◽

Language Pathology ◽

Abstract Objective – This study investigated usage, perceptions, and awareness of library research guides created using Springshare’s LibGuides among undergraduate and graduate health professions students. Methods – The researchers recruited 100 health professions students in April 2017 from Hunter College, a senior college within the City University of New York system. Participants were asked to complete a paper survey to ascertain their use, perceptions, and awareness of Springhare’s LibGuides. Results – Nearly two-thirds of study participants were not aware of library-created LibGuides and 68% had never used this tool. Compared to undergraduates, graduate students were more likely to be aware of LibGuides. The use of LibGuides was higher among graduate respondents (43%) than their undergraduate counterparts (30%). The study found low awareness and use of LibGuides among health professions students overall, regardless of age, gender, academic level, and health sciences concentration. Physical therapy students were more likely to use and be familiar with LibGuides than nursing, medical laboratory sciences, and speech-language pathology and audiology students. Participants reported using general subject guides more than course-specific guides, and the most commonly used page was the Databases guide. Of those participants who had used LibGuides, the vast majority (97%) said they found them useful in their studies. Conclusion – This study demonstrates low usage and awareness of LibGuides among health professions students at a large urban public college. Findings suggest a need for academic libraries serving such students to develop and implement strategies to promote awareness and increase usage of online research guides. The researchers recommend instructing with LibGuides during information literacy sessions and demonstrating their usefulness during reference consultations. Additional strategies include linking LibGuides to course sites through learning management systems such as Blackboard and collaborating with faculty members to better inform students about the guides.

Digital Health and Digital Learning Experiences Across Speech-Language Pathology, Phoniatrics, and Otolaryngology: Interdisciplinary Survey Study (Preprint)

10.2196/preprints.30873 ◽

2021 ◽

Author(s):

Yuchen Lin ◽

Martin Lemos ◽

Christiane Neuschaefer-Rube

Keyword(s):

Health Care ◽

Digital Health ◽

Survey Study ◽

Digital Learning ◽

Years Of Experience ◽

Care Providers ◽

Knowledge Use ◽

Time And Space ◽

Language Pathology

BACKGROUND Advances in digital health and digital learning are transforming the lives of patients, health care providers, and health professional students. In the interdisciplinary field of communication sciences and disorders (CSD), digital uptake and incorporation of digital topics and technologies into clinical training programs has lagged behind other medical fields. There is a need to understand professional and student experiences, opinions, and needs regarding digital health and learning topics so that effective strategies for implementation can be optimized. OBJECTIVE This cross-sectional survey study aims to interdisciplinarily investigate professional and student knowledge, use, attitudes, and preferences toward digital health and learning in the German-speaking population. METHODS An open-ended, web-based survey was developed and conducted with professionals and students in CSD including phoniatricians and otolaryngologists, speech-language pathologists (German: Logopäd*innen), medical students, and speech-language pathology students. Differences in knowledge, use, attitudes, and preferences across profession, generation, and years of experience were analyzed. RESULTS A total of 170 participants completed the survey. Respondents demonstrated greater familiarity with digital learning as opposed to eHealth concepts. Significant differences were noted across profession (P<.001), generation (P=.001), and years of experience (P<.001), which demonstrated that students and younger participants were less familiar with digital health terminology. Professional (P<.001) and generational differences were also found (P=.04) in knowledge of digital therapy tools, though no significant differences were found for digital learning tools. Participants primarily used computers, tablets, and mobile phones; non–eHealth-specific tools (eg, word processing and videoconferencing applications); and digital formats such as videos, web courses, and apps. Many indicated a desire for more interactive platforms, such as virtual reality. Significant differences were found across generations for positive views toward digitalization (P<.001) and across profession for feelings of preparedness (P=.04). Interestingly, across profession (P=.03), generation (P=.006), and years of experience (P=.01), students and younger participants demonstrated greater support for medical certification. Commonly reported areas of concern included technical difficulties, quality and validity of digital materials, data privacy, and social presence. Respondents tended to prefer blended learning, a limited to moderate level of interactivity, and time and space–flexible learning environments (63/170, 37.1%), with a notable proportion still preferring traditional time and space–dependent learning (49/170, 28.8%). CONCLUSIONS This comprehensive investigation into the current state of CSD student and professional opinions and experiences has shown that incorporation of digital topics and skills into academic and professional development curricula will be crucial for ensuring that the field is prepared for the ever-digitalizing health care environment. Deeper empirical investigation into efficacy and acceptance of digital learning and practice strategies and systematic training and practical organizational supports must be planned to ensure adaptive education and practice. CLINICALTRIAL

Preservice Education in Augmentative and Alternative Communication: An Update

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00154 ◽

2020 ◽

Vol 5 (5) ◽

pp. 1243-1261

Author(s):

Katherine M. DeJarnette ◽

Jane R. Wegner

Keyword(s):

Augmentative And Alternative Communication ◽

Department Chairs ◽

Graduate Programs ◽

Faculty Members ◽

Preservice Education ◽

Clinical Experiences ◽

Alternative Communication ◽

Language Pathology ◽

Survey Responses

Purpose This survey sought to gather information from graduate programs in speech-language pathology concerning their preservice education in augmentative and alternative communication (AAC). The results were compared to similar previous surveys to identify improvements, continued challenges, and common barriers in providing preservice education in AAC. Method Two hundred fifty-one program directors, department chairs, clinical directors, and faculty members of Council on Academic Accreditation graduate programs in speech-language pathology were surveyed to explore the characteristics of preservice education in AAC. Results A total of 85 survey responses were received for a 33.8% return rate. Data revealed that there has been a general trend toward an increase in the number of graduate programs that offer coursework in AAC, the number of graduate students who are receiving knowledge and skills in AAC, and the number of students who obtain clinical experiences in AAC. However, results indicate that graduate programs in speech-language pathology continue to face barriers in providing comprehensive preservice education in AAC. Specifically, these barriers included limited funding, lack of faculty members with expertise in AAC, access to AAC systems and technologies, and time constraints. Results from this study may be helpful in addressing said barriers in future practice. Conclusions Graduate programs in speech-language pathology have improved their preservice education in AAC over the past 10 years. Survey responses indicate a continued need for improvement in clinical experiences, funding, and an increase in the number of faculty members with expertise in AAC.

“I Don’t Love Language; I Love Children”: Students’ Knowledge, Attitudes, and Beliefs About Linguistics and their Choice to Major in Speech-Language Pathology

Excelsior Leadership in Teaching and Learning ◽

10.14305/jn.19440413.2020.12.2.01 ◽

2020 ◽

Vol 12 (2) ◽

Author(s):

Michelle Veyvonda ◽

Amanda Howerton-Fox

Keyword(s):

Undergraduate Students ◽

Male Students ◽

Linguistic Knowledge ◽

Major Influence ◽

Knowledge And Beliefs ◽

Language Pathology ◽

Love Language ◽

Undergraduate Programs ◽

Purpose: This pilot study explored the linguistic attitudes, knowledge, and beliefs of undergraduate majors in speech-language pathology (SLP) and the role an interest in linguistics played in their choice of the SLP major. Method: Fifteen undergraduate students declared as SLP majors participated in this mixed-methods study. Participants responded to a survey and open-ended questions measuring their knowledge about and interest in linguistics; they also wrote a narrative essay describing their decision to major in SLP. Data was collected via Qualtrics. Descriptive statistics were done on the quantitative data, and thematic coding using NVivo 12.1.0 was done on qualitative data. Results: Most participants were interested in linguistics and expressed a belief that knowledge of linguistics would be important in their work as SLPs. In generally, however, they demonstrated limited linguistic knowledge and did not include an interest in linguistics as a major influence in their choice to major in SLP. Furthermore, attitudes toward non-standard English were implicit in responses. Participants’ responses indicated that personal interests, quality of life concerns, and the constraints of other career choices - possibly along with societal norms and expectations related to gender/race and career path - intersected as factors that led to the career choice of SLP. Conclusions: Results are of importance to those involved in the design and implementation of undergraduate programs in speech-language pathology, as well as those wishing to recruit students, including minority and male students, to the field of SLP. Additional research should be done with participants from other academic institutions, as well with male students and students of color, to produce more generalizable results.

A Usability Study of Internet-Based Therapy for Naming Deficits in Aphasia

American Journal of Speech-Language Pathology ◽

10.1044/2016_ajslp-15-0030 ◽

2016 ◽

Vol 25 (4) ◽

pp. 642-653 ◽

Cited By ~ 10

Author(s):

Tijana Simic ◽

Carol Leonard ◽

Laura Laird ◽

Jennifer Cupit ◽

Fiona Höbler ◽

...

Keyword(s):

The Internet ◽

Usability Study ◽

Independent Observer ◽

Participant Satisfaction ◽

Face To Face ◽

Rapport Building ◽

Language Pathology ◽

Components Analysis ◽

Purpose This study aimed to evaluate the usability of delivering the Phonological Components Analysis treatment for anomia (Leonard, Rochon, & Laird, 2008) remotely via the Internet to individuals with chronic poststroke aphasia. A secondary aim was to probe the experiences and satisfaction of clinicians in administering treatment at a distance. Method Six individuals with mild–moderate aphasia and 2 trained clinicians participated in this usability study. Participants and clinicians underwent approximately 6 hr of treatment under observation by an independent observer. The usability characteristics of effectiveness, efficiency, and satisfaction were assessed. Results Individuals with aphasia used the Internet-based Phonological Components Analysis therapy successfully, demonstrating independence and very few errors in completing online tasks. Overall, participant satisfaction was high, despite occasional difficulties with technical aspects of the system. Clinicians found the application easy to use but raised concerns about the participant–clinician interaction, perceiving rapport-building and communicating to be more difficult online than face-to-face. Conclusions It is important to consider usability and the clinician's perspective in developing telepractice applications in speech-language pathology. Future directions include assessing the efficacy of remote treatment and collecting a larger sample of clinician data.

Perspectives on Preparing Graduate Students To Provide Services to Diverse Populations in Schools

Perspectives on School-Based Issues ◽

10.1044/sbi11.2.33 ◽

2010 ◽

Vol 11 (2) ◽

pp. 33-39 ◽

Cited By ~ 4

Author(s):

Rochel Lazewnik ◽

Nancy Creaghead ◽

Sandra Combs ◽

Lesley Raisor-Becker

Keyword(s):

Graduate Students ◽

Linguistic Diversity ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Diverse Populations ◽

Cultural Backgrounds ◽

School Settings ◽

Language Pathology ◽

Practicum Experiences

Abstract In today's school settings, speech-language pathologists are likely to engage in assessment, intervention, and consultation for students from culturally and linguistically diverse populations. Therefore, speech-language pathology graduate programs must make changes that will prepare monolingual and bilingual graduate students to meet the needs of these children. Graduate students can learn information about cultural and linguistic diversity through independent courses and when these topics are incorporated into all courses. Practicum placements and experiences with children from culturally and linguistically diverse populations in the community can provide the necessary skills. When practicum experiences with diverse children are not available, faculty may consider simulated experiences, as well as experiences with typical speakers from other linguistic and cultural backgrounds.

The Case for Holistic Review in Communication Sciences and Disorders Admissions

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00137 ◽

2021 ◽

pp. 1-6

Author(s):

Kerry Callahan Mandulak

Keyword(s):

Faculty Perceptions ◽

Current Knowledge ◽

Collaborative Work ◽

Clinical Care ◽

Current Evidence ◽

Successful Student ◽

Holistic Review ◽

Language Pathology ◽

Definition Of

Purpose The purpose of this article is to review the foundational tenets and current evidence regarding holistic review for graduate admissions that can be applied specifically to the field of communication sciences and disorders (CSD). Holistic review represents a paradigm shift from expecting the best students as those with the highest academic metrics to those who are a best fit with the mission, values, and goals of any program. This shift may be challenging for widespread adoption by the CSD field. It requires reconsideration of long-standing traditions and beliefs about admissions criteria, and a strong definition of what makes a successful student and future practitioner. Conclusions A comprehensive exploration of current knowledge around holistic review and faculty perceptions or hesitations could inform future policies, create a unified effort across the fields of speech-language pathology and audiology, and inspire collaborative work among graduate programs. We have the opportunity to facilitate changes that will ultimately result in a workforce that reflects the world in which we live and the populations we serve. Graduate CSD programs must be training students who are both academically successful and who provide culturally sensitive, responsive, and competent clinical care.

Speech-Language Pathology Graduate Admissions: Implications to Diversify the Workforce

Communication Disorders Quarterly ◽

10.1177/1525740120961049 ◽

2020 ◽

pp. 152574012096104

Author(s):

Mark Guiberson ◽

Debra Vigil

Keyword(s):

Linguistic Diversity ◽

Graduate Programs ◽

Survey Study ◽

Diverse Students ◽

Degree Programs ◽

Cultural And Linguistic Diversity ◽

Graduate Admissions ◽

Professional Degree ◽

Language Pathology

The purpose of this survey study was to describe screening and admission processes and considerations for graduate speech-language pathology (SLP) programs, with an eye for how programs consider cultural and linguistic diversity (CLD) in these processes. Responses were obtained from 110 graduate SLP programs. In addition to admission processes and decisions, the survey also asked specific questions about how bilingualism was considered, holistic admission processes and outcomes, and barriers to recruiting students from CLD backgrounds into programs. Based on results obtained as well as knowledge from admission considerations for other professional degree programs and trends in the field, the authors present promising undergraduate supports and holistic admission processes to recruit diverse students to graduate programs.

Digital Health and Digital Learning Experiences Across Speech-Language Pathology, Phoniatrics, and Otolaryngology: Interdisciplinary Survey Study

JMIR Medical Education ◽

10.2196/30873 ◽

2021 ◽

Vol 7 (4) ◽

pp. e30873

Author(s):

Yuchen Lin ◽

Martin Lemos ◽

Christiane Neuschaefer-Rube

Keyword(s):

Health Care ◽

Digital Health ◽

Survey Study ◽

Digital Learning ◽

Years Of Experience ◽

Care Providers ◽

Knowledge Use ◽

Time And Space ◽

Language Pathology

Background Advances in digital health and digital learning are transforming the lives of patients, health care providers, and health professional students. In the interdisciplinary field of communication sciences and disorders (CSD), digital uptake and incorporation of digital topics and technologies into clinical training programs has lagged behind other medical fields. There is a need to understand professional and student experiences, opinions, and needs regarding digital health and learning topics so that effective strategies for implementation can be optimized. Objective This cross-sectional survey study aims to interdisciplinarily investigate professional and student knowledge, use, attitudes, and preferences toward digital health and learning in the German-speaking population. Methods An open-ended, web-based survey was developed and conducted with professionals and students in CSD including phoniatricians and otolaryngologists, speech-language pathologists (German: Logopäd*innen), medical students, and speech-language pathology students. Differences in knowledge, use, attitudes, and preferences across profession, generation, and years of experience were analyzed. Results A total of 170 participants completed the survey. Respondents demonstrated greater familiarity with digital learning as opposed to eHealth concepts. Significant differences were noted across profession (P<.001), generation (P=.001), and years of experience (P<.001), which demonstrated that students and younger participants were less familiar with digital health terminology. Professional (P<.001) and generational differences were also found (P=.04) in knowledge of digital therapy tools, though no significant differences were found for digital learning tools. Participants primarily used computers, tablets, and mobile phones; non–eHealth-specific tools (eg, word processing and videoconferencing applications); and digital formats such as videos, web courses, and apps. Many indicated a desire for more interactive platforms, such as virtual reality. Significant differences were found across generations for positive views toward digitalization (P<.001) and across profession for feelings of preparedness (P=.04). Interestingly, across profession (P=.03), generation (P=.006), and years of experience (P=.01), students and younger participants demonstrated greater support for medical certification. Commonly reported areas of concern included technical difficulties, quality and validity of digital materials, data privacy, and social presence. Respondents tended to prefer blended learning, a limited to moderate level of interactivity, and time and space–flexible learning environments (63/170, 37.1%), with a notable proportion still preferring traditional time and space–dependent learning (49/170, 28.8%). Conclusions This comprehensive investigation into the current state of CSD student and professional opinions and experiences has shown that incorporation of digital topics and skills into academic and professional development curricula will be crucial for ensuring that the field is prepared for the ever-digitalizing health care environment. Deeper empirical investigation into efficacy and acceptance of digital learning and practice strategies and systematic training and practical organizational supports must be planned to ensure adaptive education and practice.