Bringing Interprofessional Case-Based Learning into the Classroom for Occupational Therapy and Speech-Language Pathology Students

2018 ◽  
Vol 32 (1) ◽  
pp. 79-90
Author(s):  
Sarah E. Wallace ◽  
Jeryl D. Benson
Keyword(s):  
Occupational Therapy ◽  
Speech Language Pathology ◽  
Case Based Learning ◽  
Language Pathology ◽  
Case Based

scholarly journals Case-based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Lisa A. Vinney ◽  
Jennifer C. Friberg ◽  
Mary Smyers
Keyword(s):  
Cognitive Processing ◽  
Perspective Taking ◽  
Teaching And Learning ◽  
Independent Study ◽  
Metacognitive Awareness ◽  
Speech Language Pathology ◽  
Higher Level Thinking ◽  
Case Based Learning ◽  
Language Pathology ◽  
Case Based

This case study addressed the authors’ efforts to design an 8-week small-group independent study (IS) experience that facilitated undergraduate speech-language pathology students’ (n=19) higher-level thinking and overall metacognitive awareness. We hoped to encourage both in order to improve students’ overall cognitive growth while enhancing their reflection about and knowledge of professional perspectives regarding the assessment and treatment of laryngeal cancer. To take on this challenge, we combined case-based learning (CBL) and perspective-taking (PT) pedagogies across the IS. Students completed the Metacognitive Awareness Inventory (MAI) pre- and post-IS, and written reflections after each of eight weekly discussion meetings. The MAI was quantitatively analyzed, while reflections were qualitatively coded using Bloom’s taxonomy. Findings indicated that metacognitive awareness significantly improved and that higher-level cognitive processing was increasingly evidenced across students’ IS experience. Results indicate the potential to maximize metacognition and cognitive processing by combining CBL and PT by the methods used here. Applications of combined CBL and PT to other disciplines and teaching and learning situations will be discussed along with the implications of our findings.

scholarly journals Non-Medical Use of Cognitive Enhancing Prescription Medications Among Occupational Therapy and Speech Language Pathology Health Care Students: A Pilot Study

2016 ◽  
Author(s):  
Randy McCombie ◽  
Hannah Slanina
Keyword(s):  
Pilot Study ◽  
Occupational Therapy ◽  
Prescription Drugs ◽  
Self Report ◽  
Future Research ◽  
Prescription Medications ◽  
Speech Language Pathology ◽  
Academic Cheating ◽  
Language Pathology ◽  
Return Envelope

Purpose: This research was designed to serve as a pilot study to generate baseline data on non-medical use of prescription drugs (NMUPD) for cognitive/academic enhancement purposes among students representing two healthcare professions, Occupational Therapy (OT) and Speech Language Pathology (SLP) and to assess students’ opinions regarding whether use of these medications constitutes academic “cheating.” Introduction: NMUPD, such as Adderall ® or Ritalin ®, to reduce fatigue, improve memory, and increase concentration to ultimately improve grades has increased among college students in recent years, with estimated use put as high as 35% on some campuses. These drugs appear to be readily available to those not prescribed them, with primary sources including family, friends, and classmates. Aside from health concerns stemming from ingesting non-prescribed medications is the ethical concern whether use of such cognitive enhancers is “cheating.” Methods: Following IRB approval, 150 OT and 150 SLP students, randomly selected from membership in their respective national associations, were mailed survey packets containing a cover letter, questionnaire, and return envelope. Results: A total of 51 completed surveys, including 25 OT and 26 SLP students, were returned and included in analyses. Of these, five (9.8%) reported using cognitive enhancing prescription medications. Four of these reported having a legal prescription, including one who admitted faking symptoms of ADHD to access the prescription. The fifth student had no prescription. Motives included recreational enjoyment, to improve attention/concentration, reduce hyperactivity/impulsivity, and to obtain higher grades. Four out of ten students indicated abuse of prescription medications was a problem at their institutions, with three out of ten believing it was easy to obtain such drugs. Students were visibly divided as to whether use of these medications was academic cheating. Conclusions: The percent of these healthcare profession students reporting to have used non-prescribed medications for academic enhancement purposes mirrors that of studies on the general college student population and reflects the division as to whether use constitutes cheating. As the survey is a self-report, the numbers using the prescription medications may be higher. Results indicate future research on NMUPD among healthcare students is warranted, along with a need to educate students on the risks of use of these medications for non-prescribed purposes.

scholarly journals Speech-Language Pathology and Occupational Therapy interface: an integration of scientific knowledge

Revista CEFAC ◽  
2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Elisandra Santos Mendes Garcia ◽  
Claudia Maria Simões Martinez ◽  
Mirela Oliveira Figueiredo
Keyword(s):  
Occupational Therapy ◽  
Assistive Technology ◽  
Speech Therapy ◽  
Scientific Production ◽  
Speech Language Pathology ◽  
Language Therapy ◽  
The Public ◽  
The Disabled ◽  
Language Pathology ◽  
Speech Therapist

ABSTRACT Objective: to analyze the national scientific production of Speech-Language Therapy in the interface with Occupational Therapy (OT) based on an integrative literature review. Methods: a selection of articles published in Brazilian journals in the field of Occupational Therapy: Cadernos Brasileiros de Terapia Ocupacional of UFSCar, Revista de Terapia Ocupacional of USP, Revista Baiana da Terapia Ocupacional and Revista Interinstitucional Brasileira de Terapia Ocupacional with the descriptors “speech therapy, speech therapist and speech-language therapy”. The sample, consisting of 10 articles, was analyzed with quantitative and qualitative procedures. Results: the search showed publications from 2000 to 2017, with the largest number of articles in 2015. The main findings point to the language area as the most prevalent, revealing a connection between speech therapy and OT. Assistive Technology, particularly adopted with children, is a common field among the professional areas studied, with the highest incidence in the articles. Conclusion: the analysis of the scientific production showed that the partnership between Speech-Language Therapy and OT appeared under different objectives and the public, as early intervention, actions in multiple disabilities, with the disabled child and their family, with autists in hippotherapy, in school inclusion and in assistive technology, the latter more frequently. These findings allowed reflections on the interdisciplinarity of both professions and fields of knowledge.

A Practicum Site Survey for Students of Audiology, Occupational Therapy, Speech-Language Pathology and Physical Therapy

1992 ◽  
Vol 10 (1) ◽  
pp. 203-213 ◽  
Author(s):  
Anne Godden ◽  
Ann Bossers ◽  
Donna Corcoran ◽  
Daniel Ling ◽  
Sally Morgan
Keyword(s):  
Physical Therapy ◽  
Occupational Therapy ◽  
Speech Language Pathology ◽  
Site Survey ◽  
Language Pathology

Holistic Approach to Physical Motor Access Assessment in Pediatric AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 84-90 ◽  
Author(s):  
David Kay
Keyword(s):  
Occupational Therapy ◽  
Assistive Technology ◽  
Physical Disability ◽  
Augmentative And Alternative Communication ◽  
Physical Disabilities ◽  
Holistic Approach ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Language Pathology ◽  
Physical Access

Clinicians in the fields of occupational therapy and speech-language pathology have been involved with assessing children with physical disabilities for augmentative and alternative communication (AAC) for decades. Still, assessment for these particular children, with their varying levels of complexity, continues to offer significant challenges to clinical evaluation teams. Even when the speech-language pathology intervention seems clear, complications arise and assessments can become stalled as to the child's physical access to the technology. This paper seeks to identify the need for clinicians skilled in the areas of AAC and assistive technology, and review the inherent challenges faced in the assessment of a child with a physical disability for AAC. An introduction to a holistic approach to the physical access assessment portion of the overall AAC assessment is then provided, along with examples where the application of a holistic approach may affect the physical access decisions made by the team.

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