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

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 ◽  
Speech Language Pathology ◽  
Public College ◽  
Academic Level ◽  
Library Research ◽  
Language Pathology ◽  
Study Participants

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.

scholarly journals Improving the Interprofessional Practice, Knowledge, and Skills of Health Professions Students through an Interactive Course in Gerontology

2020 ◽  
Vol 20 (2) ◽  
pp. 184-203
Author(s):  
Elizabeth A. Mulvaney ◽  
Rachel Jantea ◽  
Paula Leslie ◽  
Pamela Toto ◽  
Mary Allias ◽  
...  
Keyword(s):  
Health Professions ◽  
Content Increase ◽  
Speech Language Pathology ◽  
Interprofessional Practice ◽  
Program Evaluations ◽  
Language Pathology ◽  
Practice Knowledge ◽  
The Impact ◽  
Skill Building ◽  
Improve Health

Interprofessional, collaborative health care is the ideal standard in geriatrics. Students’ interprofessional practice skills are limited in typical siloed education. An experiential, team-based geriatrics course was designed to improve health professions (HP) students’ knowledge, skills, and attitudes about interprofessional practice. Students (n=209) from dentistry, medicine, nursing, nutrition, occupational therapy, pharmacy, physician assistant, social work, and speech-language pathology were assigned to interprofessional (IP) and medical-student only teams. The Interprofessional Collaborative Competency Attainment Survey-Revised (ICCAS-R) was administered pre- and post-course, along with program evaluations. Seventy percent of students completed both pre- and post-surveys. ICCAS-R scores were analyzed comparing the impact of training for medical students (n=78) on IP teams and remaining HP students (n=58). Students rated themselves as improved on all six ICCAS-R subscales (paired t-tests, p < 0.05). Sixty-nine percent rated themselves as better able to collaborate interprofessionally. A competitive team-based learning exercise using gamification was rated as the most authentic skill-building interprofessional activity. Experiential learning where students worked with the same team helped to build interprofessional and teamwork skills. Findings will be used to improve authenticity of the clinical and teamwork content, increase the use of gamification as a teaching technique, and refine students’ practice of IP teamwork competencies.

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

2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Michelle Veyvonda ◽  
Amanda Howerton-Fox
Keyword(s):  
Undergraduate Students ◽  
Male Students ◽  
Linguistic Knowledge ◽  
Major Influence ◽  
Speech Language Pathology ◽  
Knowledge And Beliefs ◽  
Language Pathology ◽  
Love Language ◽  
Undergraduate Programs ◽  
Study Participants

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.

Academic Edge: Are New York State CSD Programs Ready for Autism? Is Anyone?

ASHA Leader ◽  
2013 ◽  
Vol 18 (4) ◽  
pp. 30-31
Author(s):  
Dana Battaglia ◽  
Robert Domingo ◽  
Gina-Marie Moravcik
Keyword(s):  
New York ◽  
New York State ◽  
Speech Language Pathology ◽  
York State ◽  
Language Pathology

How does autism-related content in New York graduate speech-language pathology programs stack up?

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

2016 ◽  
Vol 25 (4) ◽  
pp. 642-653 ◽  
Author(s):  
Tijana Simic ◽  
Carol Leonard ◽  
Laura Laird ◽  
Jennifer Cupit ◽  
Fiona Höbler ◽  
...  
Keyword(s):  
The Internet ◽  
Usability Study ◽  
Speech Language Pathology ◽  
Independent Observer ◽  
Participant Satisfaction ◽  
Face To Face ◽  
Rapport Building ◽  
Language Pathology ◽  
Components Analysis ◽  
Study Participants

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.

scholarly journals Beliefs Regarding the Impact of Accent Within Speech-Language Pathology Practice Areas

2012 ◽  
Vol 34 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Erika S. Levy ◽  
Catherine J. Crowley
Keyword(s):  
New York ◽  
Service Provision ◽  
New York State ◽  
The United States ◽  
Scope Of Practice ◽  
Speech Language Pathology ◽  
Web Based ◽  
Language Pathology ◽  
Demographic Shifts ◽  
The Impact

With the demographic shifts in the United States, it is increasingly the case that speech-language pathologists (SLPs) come from different language backgrounds from those of their clients and have nonnative accents in their languages of service. An anonymous web-based survey was completed by students and clinic directors in SLP training programs in New York State regarding their beliefs about the appropriate scope of practice of SLPs with accents in English and other languages. Responses were received from 28 directors and 530 students. Perceived appropriateness of service by accented clinicians depended on particular disorders serviced and degree of accent, with phonologically based services believed by the greatest number of respondents to require more native-like speech than other areas. Further efforts must be made to research effects of SLPs’ accents on service delivery and plan strategies, if needed, for successful service provision in SLPs’ diverse areas of practice when mismatches in language backgrounds occur.

scholarly journals Curricular Approach to IPE: Preparing Health Professions Students to Deliver Team-Based Care

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 106-106
Author(s):  
Stacy Barnes ◽  
Kelly Horton
Keyword(s):  
Athletic Training ◽  
Interprofessional Education ◽  
Core Competencies ◽  
Health Professions ◽  
Medical Laboratory ◽  
Medical Laboratory Science ◽  
Laboratory Science ◽  
Learner Outcomes ◽  
Large Numbers ◽  
Language Pathology

Abstract Interprofessional education (IPE) is essential to prepare students for future healthcare careers and to meet accreditation requirements for health profession schools. After surveying successful IPE programs across the country, Marquette University developed a curricular approach. Over 1,500 students from 10 health professions (Athletic Training, Medical Laboratory Science, Counseling Psychology, Dentistry, Medicine, Nursing, Occupational Therapy, Physical Therapy, Physician Assistant Studies, Speech-Language Pathology) currently participate in a series of four interactive, half-day courses which are aligned with the Interprofessional Education Collaborative (IPEC) core competencies. Courses were moved online in response to the pandemic and are currently delivered using Microsoft Teams. Feedback from learners and faculty is gathered using post-event surveys and has been overwhelmingly positive. Learner outcomes are measured using the Interprofessional Collaborative Competencies Attainment Survey. Overall, this approach has proven to be an effective and efficient model for delivering IPE to large numbers of students.

Telesupervision and ASHA's Tasks of Supervision

2015 ◽  
Vol 5 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Lori Laughran ◽  
Jane Sackett
Keyword(s):  
Clinical Supervision ◽  
Graduate Student ◽  
Professional Growth ◽  
Health Professions ◽  
Speech Language Pathology ◽  
High Quality ◽  
Face To Face ◽  
Allied Health Professions ◽  
Traditional Mode ◽  
Language Pathology

High quality clinical supervision is important for both student education and continued professional growth within the field of speech-language pathology. Face-to-face supervision is the traditional mode of supervision; however, with advances in technology, telesupervision or e-supervision, has been used to support graduate student clinicians and clinical fellows. This article provides an overview of clinical supervision with a focus on telesupervision and ASHA's thirteen tasks of supervision. The authors discuss literature from allied health professions in relation to the thirteen tasks of supervision to support a hybrid model of supervision.

scholarly journals Policies and Practices Regarding Students With Accents in Speech-Language Pathology Training Programs

2011 ◽  
Vol 34 (1) ◽  
pp. 59-68 ◽  
Author(s):  
Erika S. Levy ◽  
Catherine J. Crowley
Keyword(s):  
New York ◽  
Training Programs ◽  
New York State ◽  
Speech Language Pathology ◽  
Web Based ◽  
Foreign Accents ◽  
Language Pathology ◽  
Accent Modification ◽  
Nonnative Speakers Of English ◽  
Policies And Practices

Speech-language pathology (SLP) training programs are the initial gateway for nonnative speakers of English to join the SLP profession. An anonymous web-based survey in New York State examined policies and practices implemented when SLP students have foreign accents in English or in other languages. Responses were elicited from 530 students and 28 clinic and program directors. Few policies delineated criteria for determining how native like or intelligible students’ speech needed to be for them to work effectively or for determining when accent modification was required. Students with foreign accents in English were asked more often to undergo accent modification than were students with foreign accents in Spanish or other languages. Strategies for practices regarding SLP students with accents are proposed.

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

2021 ◽  
pp. 1-11
Author(s):  
Mark Guiberson ◽  
Debra C. Vigil
Keyword(s):  
Cultural Competency ◽  
Health Beliefs ◽  
Department Chairs ◽  
Survey Study ◽  
Speech Language Pathology ◽  
Cultural Backgrounds ◽  
Traditional Group ◽  
Holistic Review ◽  
Language Pathology ◽  
Study Participants

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.

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