Perceptions of training, self-efficacy, and mentoring among veterinary clinical specialty trainees

Abstract INTRODUCTION The fundamental elements of neurosurgical care are essential for all medical students regardless of their ultimate clinical specialty. However, the high-pressured neurosurgical environment leaves limited time for teaching medical students. One potential solution is the use of video-based education modules, but the effectiveness and usage of these modules in surgery is unclear. METHODS A 2-wk asynchronous, VBE (video based education) curriculum of four key neurosurgical topics as outlined in the Congress of Neurological Surgeons' curriculum for medical students (Intracranial Hemorrhage, Neuro-Imaging, Hydrocephalus, and Glasgow Coma Scale) was created and implemented for surgery clerkship students (n = 65). On day 1 of the study, each student was randomly assigned to 1 of 2 pairs, given a pretest for knowledge and self-efficacy on all 4 topics, and provided with the link for 2 of the 4 VBE modules. On day 14, a post-test for knowledge and self-efficacy on all four topics was completed. Usage analytics were employed to track views of assigned content. RESULTS Students who watched the modules (n = 53) increased their knowledge (+11.0%, P = .001) and self-efficacy (+1.37, P = .001) from pre- to post. Students who did not watch the modules (n = 12) showed no change in knowledge (58.8% vs 58.3%, P = NS), but a significant increase in their self-efficacy ratings (+1.42, P = .009). Learning analytics revealed that vast majority of learners (81%) engaged with the curriculum and watched their assigned videos once or on multiple occasions. 19% of learners did not engage with the curriculum, citing their heavy workload as a primary reason. CONCLUSION This study shows that a focused, asynchronous, VBE curriculum in neurosurgery has a significantly positive effect on knowledge and self-efficacy scores amongst medical students. Future studies will investigate how to improve learner compliance and better understand the gap in knowledge improvement vs self-efficacy.

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Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-19-00355 ◽

2020 ◽

Vol 63 (4) ◽

pp. 1270-1281

Author(s):

Leah Fostick ◽

Riki Taitelbaum-Swead ◽

Shulamith Kreitler ◽

Shelly Zokraut ◽

Miriam Billig

Keyword(s):

Speech Perception ◽

Self Efficacy ◽

Temporal Order Judgment ◽

Auditory Training ◽

Intensity Discrimination ◽

Training Design ◽

Auditory Temporal Processing ◽

Temporal Properties ◽

Computer Based ◽

Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

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

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00098 ◽

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.

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An Investigation of Graduate Speech-Language Pathology Students' SLP Clinical Self-Efficacy

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_40_f_151 ◽

2013 ◽

Vol 40 (Fall) ◽

pp. 151-159 ◽

Cited By ~ 15

Author(s):

Rubini Pasupathy ◽

Renee J. Bogschutz

Keyword(s):

Self Efficacy ◽

Speech Language Pathology ◽

Language Pathology

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School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00044 ◽

2020 ◽

Vol 51 (4) ◽

pp. 1172-1186

Author(s):

Carolina Beita-Ell ◽

Michael P. Boyle

Keyword(s):

Self Efficacy ◽

Clinical Training ◽

Online Survey ◽

The United States ◽

Comfort Level ◽

Social Emotional ◽

Speech Language Pathologists ◽

Fluency Disorders ◽

Cognitive Components ◽

School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

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Watch for the 2013 SIG Coordinating Committee Elections

ASHA Leader ◽

10.1044/leader.an2.18052013.56 ◽

2013 ◽

Vol 18 (5) ◽

pp. 56-56

Keyword(s):

Hearing Loss ◽

Intraoperative Monitoring ◽

Research Career ◽

Loss Prevention ◽

Clinical Specialty ◽

Specialty Program

Access Audiology Highlights Hearing Loss Prevention, Watch for the 2013 SIG Coordinating Committee Elections, ASHA CE Courses Offer Transparency, Did You Know?, Students: Save on ASHA Membership, Certification to Replace Recognition in Clinical Specialty Program, Specialty Recognition in Neurophysiological Intraoperative Monitoring, Academic Accreditation Group Seeks Applicants, ASHA Awards Grants to State Associations, Use Pathways to Launch Your Research Career, Board of Ethics Decisions

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BulletinBOARD

ASHA Leader ◽

10.1044/leader.an12.18052013.61 ◽

2013 ◽

Vol 18 (5) ◽

pp. 61-61

Keyword(s):

Hearing Loss ◽

Intraoperative Monitoring ◽

Research Career ◽

Loss Prevention ◽

Clinical Specialty ◽

Specialty Program

Access Audiology Highlights Hearing Loss Prevention, Watch for the 2013 SIG Coordinating Committee Elections, ASHA CE Courses Offer Transparency, Did You Know?, Students: Save on ASHA Membership, Certification to Replace Recognition in Clinical Specialty Program, Specialty Recognition in Neurophysiological Intraoperative Monitoring, Academic Accreditation Group Seeks Applicants, ASHA Awards Grants to State Associations, Use Pathways to Launch Your Research Career, Board of Ethics Decisions

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Specialty Recognition in Neurophysiological Intraoperative Monitoring

ASHA Leader ◽

10.1044/leader.an7.18052013.57 ◽

2013 ◽

Vol 18 (5) ◽

pp. 57-57

Keyword(s):

Hearing Loss ◽

Intraoperative Monitoring ◽

Research Career ◽

Loss Prevention ◽

Clinical Specialty ◽

Specialty Program

Access Audiology Highlights Hearing Loss Prevention, Watch for the 2013 SIG Coordinating Committee Elections, ASHA CE Courses Offer Transparency, Did You Know?, Students: Save on ASHA Membership, Certification to Replace Recognition in Clinical Specialty Program, Specialty Recognition in Neurophysiological Intraoperative Monitoring, Academic Accreditation Group Seeks Applicants, ASHA Awards Grants to State Associations, Use Pathways to Launch Your Research Career, Board of Ethics Decisions

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