Viability of Online Learning for Ensuring Basic Skills in Speech-Language Pathology

2017 ◽  
Vol 2 (10) ◽  
pp. 49-58 ◽  
Author(s):  
Hannah Krimm ◽  
Melanie C. Schuele ◽  
Cynthia Brame
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Speech Language Pathology ◽  
International Phonetic Alphabet ◽  
Learning Module ◽  
Phonetic Transcription ◽  
Viable Solution ◽  
Wide Range ◽  
Language Pathology ◽  
Prerequisite Courses

Students begin graduate school with a wide range of knowledge and disparate levels of skill established in undergraduate education and/or prerequisite courses. This study evaluated an online learning module for ensuring basic phonetic transcription knowledge and skill in matriculating graduate students. Students' knowledge of International Phonetic Alphabet symbols and their skill transcribing familiar and unfamiliar words improved after completing module activities, and gains maintained in the absence of module activities. Knowledge and skill discrepancies diminished between students who had previously taken a phonetics class and students who had not. Online learning may be a viable solution for ensuring foundational knowledge in speech-language pathology graduate students.

Exploring Outcomes of an Asynchronous Learning Module on Increasing Cultural Competence for Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-9
Author(s):  
Belinda Daughrity
Keyword(s):  
Graduate Students ◽  
Cultural Competence ◽  
Clinical Experience ◽  
Health Care Professionals ◽  
Cultural Awareness ◽  
Asynchronous Learning ◽  
Speech Language Pathology ◽  
Learning Module ◽  
Language Pathology ◽  
Pedagogical Approaches

Purpose Cultural competence is an essential tool for speech-language pathologists and other allied health care professionals in providing ethical and clinically competent care. Determining pedagogical approaches to teaching cultural competence skills to students training in preprofessional programs is imperative to effectively convey the importance of cultural awareness prior to students embarking on their professional careers. Method Forty-five (45) speech-language pathology graduate students were administered a multicultural knowledge quiz before and after a targeted, asynchronous learning module on cultural competence and again 2 months later. Results Quiz scores indicated significant findings immediately following a cultural competence learning module with an additional increase in scores at follow-up. Scores were not significant for minority background but were significant for clinical experience. Conclusions Evidence indicates a brief, targeted video module can positively impact cultural competence skills for speech-language pathology graduate students regardless of clinical experience. Results suggest a combination of targeted instruction along with repeated clinical experience produces the most significant improvement over time. As the current pilot study was employed to test methodology and results are not generalizable, implications for future pedagogical approaches and research studies with comprehensive methodological approaches are provided. Supplemental Material https://doi.org/10.23641/asha.14569482

Perception of Hearing Loss by Graduate Students of Speech-Language Pathology

2004 ◽  
Vol 31 (Fall) ◽  
pp. 205-214
Author(s):  
Mary Aguila-Vinson ◽  
Jennifer Lister ◽  
Theresa Hnath-Chisolm ◽  
Patricia Blake-Rahter
Keyword(s):  
Hearing Loss ◽  
Graduate Students ◽  
Speech Language Pathology ◽  
Language Pathology

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

International Telesupervision: The Clinical Fellowship Experience

2017 ◽  
Vol 2 (11) ◽  
pp. 73-78
Author(s):  
David W. Rule ◽  
Lisa N. Kelchner
Keyword(s):  
Graduate Students ◽  
Clinical Supervision ◽  
Rural Areas ◽  
The United States ◽  
Speech Language Pathology ◽  
Access To Services ◽  
East African ◽  
The World ◽  
Language Pathology ◽  
National Certification

Telepractice technology allows greater access to speech-language pathology services around the world. These technologies extend beyond evaluation and treatment and are shown to be used effectively in clinical supervision including graduate students and clinical fellows. In fact, a clinical fellow from the United States completed the entire supervised clinical fellowship (CF) year internationally at a rural East African hospital, meeting all requirements for state and national certification by employing telesupervision technology. Thus, telesupervision has the potential to be successfully implemented to address a range of needs including supervisory shortages, health disparities worldwide, and access to services in rural areas where speech-language pathology services are not readily available. The telesupervision experience, potential advantages, implications, and possible limitations are discussed. A brief guide for clinical fellows pursuing telesupervision is also provided.

Speech-Language Clinician Personality Variables and Clinical Effectiveness

1983 ◽  
Vol 48 (2) ◽  
pp. 140-145 ◽  
Author(s):  
Susan Lake Crane ◽  
Eugene B. Cooper
Keyword(s):  
Graduate Students ◽  
Minnesota Multiphasic Personality Inventory ◽  
Profile Analysis ◽  
Clinical Effectiveness ◽  
Speech Language Pathology ◽  
Personality Variables ◽  
Language Pathology ◽  
The Relationship ◽  
Mmpi Profile ◽  
Female Graduate Student

The relationship between judged clinical effectiveness and personality variables as determined by the Minnesota Multiphasic Personality Inventory (MMPI) was studied in a population of 130 female graduate students in speech-language pathology from nine universities in six different states. An MMPI profile analysis for the total group indicated that the group was similar to other female graduate student populations and that the typical student, while being manifestly normal, might be described as being rather passive, compliant, stereotypically feminine, sensitive, anxious, highly imaginative, creative, and energetic. Although no single MMPI scale was found to differentiate between subject clinical effectiveness groups, the subjects' MMPI profiles were found to predict accurately the clinical effectiveness group to which the subjects were assigned.

scholarly journals Use of Tablet Technology: A Pilot Program for Graduate Students in Speech-Language Pathology

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Taylor N. Hansen ◽  
◽  
Abby L. Bjornsen ◽  
Shari L. DeVeney ◽  
◽  
...  
Keyword(s):  
Graduate Students ◽  
Pilot Program ◽  
Speech Language Pathology ◽  
Language Pathology
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