Reflections on Reflections: Learning Processes in Speech and Language Pathology Students' Clinical Education

2009 ◽  
Vol 19 (2) ◽  
pp. 62-71
Author(s):  
Sara Meilijson ◽  
Irit Katzenberger
Keyword(s):  
Qualitative Analysis ◽  
Clinical Education ◽  
Communication Disorders ◽  
Learning Processes ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Text Length ◽  
Second Year ◽  
Different Content ◽  
Education Process

Abstract The investigators' goal was to study the early clinical education processes of students enrolled in a speech-language pathology program by analyzing content of their written reflections. In this study, the authors propose and apply a method of analyzing written reflections of the students during the first stages of their clinical education. Forty written reflections taken from the observation reports submitted by the students were compiled from the first and second year students of the Communication Disorders Department. A quantitative (number of words and clauses of the entire report and its content categories) and a qualitative analysis (based upon the three qualitative levels of reflections suggested by Boud, Keogh, & Walker, 1985) were performed. Results show that text length of reflections increased with learning. Students use different content categories at different stages of the learning period. The level of reflection used most frequently by the students is “returning to experience.” The content categories raised by the students reflected complexity of the task, acquired knowledge of the students, and their ongoing experience. Written reflections may be used to evaluate the performance of students in the clinical education process.

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.

International Telepractice: Encouraging Equity, Partnership, and Sustainability

2021 ◽  
pp. 1-7
Author(s):  
David W. Rule ◽  
Heidi M. Ramrattan
Keyword(s):  
Clinical Education ◽  
Communication Disorders ◽  
Therapeutic Modality ◽  
Ethical Practice ◽  
Speech Language Pathology ◽  
Ethical Implications ◽  
Language Pathology ◽  
Therapeutic Services ◽  
Practice Development ◽  
Improve Access

Purpose The following commentary outlines the principles of international telepractice with regard to speech-language pathology and audiology services. Additionally, this commentary provides critical caveats and concerns surrounding international telepractice as well as a summary of principles to follow as telepractice programs encourage access to care and bidirectional, sustainable, and ethical practice development. Conclusions Telepractice among communication disorders professionals has grown exponentially in recent years. With the rise in telepractice opportunities, easier access to digital practice platforms, and increased Internet access through mobile devices, telepractice is a popular therapeutic modality in the communication disorders field. Telepractice applications have extended beyond therapeutic services alone and into clinical education among speech-language pathologists (SLPs) and audiologists (AUDs). Telepractice has also extended beyond national borders called international telepractice. This practice has the potential to improve access to critical rehabilitative and therapeutic services, build capacity in allied rehabilitation systems, and encourage global bidirectional partnership among SLPs and AUDs. However, this practice should not proceed without caution, and the ethical implications should be carefully and critically considered.

scholarly journals Speech language pathology Clinical Education: perceptions and experiences of clinical educators and students

2020 ◽  
Vol 10 (2) ◽  
pp. 123-133
Author(s):  
Joana Antonieta Rocha ◽  
Catarina Oliveira Santos ◽  
Vânia Peixoto ◽  
Fátima Maia ◽  
Rita Gama Alegria
Keyword(s):  
Professional Development ◽  
Clinical Education ◽  
Private University ◽  
Structured Interview ◽  
Limited Information ◽  
Speech Language Pathology ◽  
Clinical Educator ◽  
Clinical Educators ◽  
Language Pathology ◽  
Education Process

For the purposes of professional development clinical education is crucial to speech-language pathologists (SLP). There is limited information about clinical education of SLP students in Portugal. The aim of this study was to describe and compare the mutual perceptions of Portuguese SLP’s clinical educators and students’ of SLP in a Portuguese private University Clinic. Five SLP clinical educators and nine students participated in a one on one semi-structured interview. Content analysis was used to explore interview data.  The analysis led to the identification of four themes shared by both groups. Findings from this study provided an insight about clinical education characteristics and challenges reported by clinical educators and students in Portugal and to compare those results with others mentioned in other countries. The findings of this study suggest that clinical educators and students identify, in general, similar characteristics regarding effective/non-effective clinical educator profile and benefits regarding clinical education process. The sample provides preliminary data on Portuguese clinical educator’s and student’s experience of clinical education.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

South Asian Stories: Firsthand Client Perspectives on Barriers to Accessing Speech-Language Pathology Services

2012 ◽  
Vol 19 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Nidhi Mahendra
Keyword(s):  
South Asian ◽  
Empirical Support ◽  
Communication Disorders ◽  
Speech Language Pathology ◽  
Client Experiences ◽  
Individual Interviews ◽  
Timely Access ◽  
Phenomenological Perspective ◽  
Case Vignettes ◽  
Language Pathology

This article details the experience of two South Asian individuals with family members who had communication disorders. I provide information on intrinsic and extrinsic barriers reported by these clients in responses to a survey and during individual ethnographic interviews. These data are part of a larger study and provide empirical support of cultural and linguistic barriers that may impede timely access to and utilization of speech-language pathology (SLP) services. The purpose of this article is to shed light on barriers and facilitators that influence South Asian clients' access to SLP services. I provide and briefly analyze two case vignettes to provide readers a phenomenological perspective on client experiences. Data about barriers limiting access to SLP services were obtained via client surveys and individual interviews. These two clients' data were extracted from a larger study (Mahendra, Scullion, Hamerschlag, Cooper, & La, 2011) in which 52 racially/ethnically diverse clients participated. Survey items and interview questions were designed to elicit information about client experiences when accessing SLP services. Results reveal specific intrinsic and extrinsic barriers that affected two South Asian clients' access to SLP services and have important implications for all providers.

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 Selecting Which Databases to Teach Students in Communication Disorders by Considering Database Pairs that Index Core Journals in the Field

2015 ◽  
Vol 10 (3) ◽  
pp. 105
Author(s):  
Giovanna Badia
Keyword(s):  
Web Of Science ◽  
Communication Disorders ◽  
The United States ◽  
Instructional Materials ◽  
Speech Language Pathology ◽  
Journal Citation Reports ◽  
Database Evaluation ◽  
Language Pathology ◽  
Web Of Knowledge ◽  
Face To Face Instruction

A Review of: Grabowsky, A. (2015). Library instruction in communication disorders: Which databases should be prioritized? Issues in Science and Technology Librarianship 79(Winter). doi:10.5062/F4707ZFB Abstract Objective – There are two objectives in this research article. The first is to identify databases that librarians usually recommend to students for searching topics in communication disorders. The second is to compare these databases’ indexing of core journals in communication disorders, with the purpose of ascertaining which databases should be taught first in a one-shot information literacy session. Design – A comparative database evaluation using citation analysis. Setting – 10 universities in the United States of America offering LibGuides for their audiology or speech language pathology programs. Subjects – Six databases: CINAHL, ERIC, Linguistics and Language Behavior Abstracts (LLBA), PsycINFO, PubMed/Medline, and Web of Science/Web of Knowledge. Methods – The author selected 10 universities from the top 20 included in the graduate school rankings for audiology and/or speech language pathology from U.S. News & World Report. The 10 universities selected were chosen because their librarians published online subject guides using LibGuides that suggest databases students can use for searching topics in communication disorders. The LibGuides were then examined to identify the most popular recommended databases that the author subsequently used for comparing coverage of core journals in communication disorders. The author generated a core journals list by selecting the top 20 audiology and speech-language pathology journals from Journal Citation Reports, SCImago Journal & Country Rank, and Google Scholar Top Publications. These three sources produced lists of influential journals in different subject areas by looking at the number of citations the journals have received, alongside other factors. The author searched for 33 journals in total in each of the subject databases previously identified. Main Results – The author found six databases that were mentioned in the LibGuides of at least half the universities investigated. None of the 6 databases indexed all 33 core journals. The breakdown of the number of journals indexed in each database is as follows: Web of Science/Web of Knowledge indexed 32 of 33 core journals (97%); PubMed/Medline indexed 28 (85%); PsycINFO indexed 27 (82%); CINAHL indexed 25 (76%); LLBA indexed 23 (70%); and ERIC indexed 9 journals (27%). Conclusion – The author discovered that pairing certain databases allows for coverage of all 33 core journals. These pairings are: PubMed/Medline with PsycINFO, PubMed/Medline with LLBA, PubMed/Medline with Web of Science, Web of Science with PsycINFO, and Web of Science with LLBA. The author suggests that librarians can create instructional materials for all recommended databases, “but use information from this study together with institution-specific factors to decide which databases to prioritize in face-to-face instruction sessions for speech-language pathology and audiology students” (Conclusion).

scholarly journals Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: The Qualitative View

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Janice K. Tucker
Keyword(s):  
Qualitative Interviews ◽  
Communication Disorders ◽  
Educational Setting ◽  
Professional Issues ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Language Pathology

Telepractice in speech-language pathology shows the potential to mitigate the current shortage of speech-language pathologists (SLPs) available to serve a growing number of persons with communication disorders.  Since a majority of American Speech-Language-Hearing Association (ASHA) certified SLPs work in schools and the population of communicatively impaired clients in schools continues to grow, research into the use of telepractice in the educational setting is warranted.  This article reports upon the perspectives of SLPs regarding the use of telepractice in school settings. In-depth qualitative interviews were conducted with five SLPs experienced in the delivery of telepractice. Four major themes emerged: barriers, benefits, reasons for acceptance and use of telepractice, and suggestions to resolve telepractice professional issues.

Telepractice in Speech-Language Pathology: The Evidence, the Challenges, and the Future

2011 ◽  
Vol 1 (1) ◽  
pp. 10-21 ◽  
Author(s):  
Deborah Theodoros
Keyword(s):  
Mode Of Delivery ◽  
Communication Disorders ◽  
Evidence Base ◽  
Language And Literacy ◽  
Apraxia Of Speech ◽  
Speech Language Pathology ◽  
Validity And Reliability ◽  
Future Directions ◽  
The Future ◽  
Language Pathology

This article provides a review of the evidence base for telepractice in speech-language pathology, the challenges that exist, and the future directions for this field. It describes the benefits of telepractice for clients and their families and outlines the evidence currently available to support the validity and reliability of this mode of delivery in the management of adult neurogenic communication disorders (aphasia, dysarthria, apraxia of speech); voice disorders; stuttering; dysphagia; laryngectomy; and articulation, language, and literacy disorders in children. The challenges facing telepractice in speech-language pathology and the future directions for this field are discussed. Telepractice is an emerging area of service delivery in speech-language pathology that is likely to become an integral part of mainstream practice in the future. In order to achieve this, it is imperative that the profession accelerates its program of research and clinical endeavor in this area.

Confidence and Training of Speech-Language Pathologists in Cognitive-Communication Disorders: Time to Rethink Graduate Education Models?

2021 ◽  
Vol 30 (2S) ◽  
pp. 986-992 ◽  
Author(s):  
Emily L. Morrow ◽  
Lyn S. Turkstra ◽  
Melissa C. Duff
Keyword(s):  
Graduate Education ◽  
Acute Care ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Communication Course ◽  
Graduate Curriculum ◽  
Language Pathology ◽  
And Training

Purpose The purpose of this article is to highlight the need for increased focus on cognitive communication in North American speech-language pathology graduate education models. Method We describe key findings from a recent survey of acute care speech-language pathologists (SLPs) in the United States and expand upon the ensuing discussion at the 2020 International Cognitive-Communication Disorders Conference to consider some of the specific challenges of training for cognitive communication and make suggestions for rethinking how to prepare future clinicians to manage cognitive-communication disorders. Results Results from the survey of acute care SLPs indicated inconsistent confidence and training in managing cognitive-communication disorders. We discuss the pros and cons of several avenues for improving the consistency of cognitive-communication training, including a standalone cognitive-communication course, integrating cognitive communication in all courses across the speech-language pathology undergraduate and graduate curriculum, and using problem-based learning frameworks to better prepare students as independent thinkers in the area of cognitive communication and beyond. Conclusions Cognitive-communication disorders cut across clinical diagnoses and settings and are one of the largest and fastest growing parts of the SLP's scope of practice. Yet, surveys, including the one discussed here, have repeatedly indicated that SLPs do not feel prepared or confident to work with individuals with cognitive-communication disorders. We propose several avenues for increasing educational emphasis on cognitive communication. We hope these ideas will generate discussion and guide decision making to empower SLPs to think critically and step confidently into their roles as leaders in managing the heterogeneous and ever-growing populations of individuals with cognitive-communication disorders.

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