A systematic review of the collaborative clinical education model to inform speech-language pathology practice

2013 ◽  
Vol 15 (6) ◽  
pp. 564-574 ◽  
Author(s):  
Charmaine Briffa ◽  
Judi Porter
Keyword(s):  
Systematic Review ◽  
Clinical Education ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Education Model

scholarly journals Conscious Clinical Education: The Evidence-Based Education—Clinical Education Model

2020 ◽  
Vol 41 (04) ◽  
pp. 279-288
Author(s):  
Mark DeRuiter ◽  
Sarah M. Ginsberg
Keyword(s):  
Clinical Education ◽  
Teaching And Learning ◽  
Clinical Decision Making ◽  
Graduate Programs ◽  
Clinical Decision ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Language Pathology ◽  
Education Model

AbstractThe fields of speech-language pathology and audiology, collectively referred to as communication sciences and disorders, are driven by evidence-based practice (EBP). As accountability in clinical service delivery continues to increase, there are few who would argue that encouraging clinicians to engage in methods that have withstood the rigors of peer-review is the wrong approach. Graduate students are typically given many opportunities to learn about the evidence for their discipline, and graduate programs are required to provide these opportunities under accreditation standards. While EBP is critical to our discipline's clinical function, we assert that evidence-based education (EBE) is equally as important as EBP to our discipline's function in educating our students. This article discusses EBP and EBE with a focus on elements that may not have been considered in the past, particularly within the complex dynamic of the EBE and clinical education interface. We present current and proposed models, including a new model of EBE in clinical education. We share insights into how the new and proposed models fit within the broader context of clinical decision making and the scholarship of teaching and learning. We conclude by addressing future needs for the education of clinical educators.

Current Issues: RiteCare Family Autism Camp at Radford University: An Innovative Clinical Education Model for Speech-Language Pathology Students

2010 ◽  
Vol 20 (2) ◽  
pp. 59-63
Author(s):  
Elizabeth Lanter ◽  
Diane Millar ◽  
Patricia Rossi
Keyword(s):  
Clinical Education ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Training Programs ◽  
Autism Spectrum ◽  
Speech Language Pathology ◽  
Graduate Level ◽  
Children With Asd ◽  
Language Pathology ◽  
Education Model

The “unique learning style and social communication challenges” experienced by children with autism spectrum disorders (ASD) necessitate that speech-language pathologists (SLPs) receive education specific to this disability (American Speech-Language-Hearing Association [ASHA], 2006a, p.18). Graduate training programs often provide this education through classroom instruction and clinical education (also referred to as clinical teaching or supervision). Clinical education has a long-standing tradition in the field of speech-language pathology and is considered “an essential component in the education of students” (ASHA, 2008a, p. 1). This article presents a description of clinical education experience, specific to serving children with ASD, that is offered to graduate level speech-language pathology students at Radford University. The RiteCare Family Autism Camp, hosted by the Department of Communication Sciences and Disorders, provides graduate level clinical training in a model of service delivery amendable to many best practices when serving this population, such as intensive services, a partnership with parents, development of social communicative competence through the use of peer mediators, and a focus on literacy. This article describes the role of the SLP working with ASD and the RiteCare camp and seeks to inspire other graduate speech-language pathology training programs to consider an intensive, family-based day program for children with ASD as a clinical education model for its speech-language pathology students.

Telepractice for Adult Speech-Language Pathology Services: A Systematic Review

2020 ◽  
Vol 5 (1) ◽  
pp. 326-338 ◽  
Author(s):  
Kristen Weidner ◽  
Joneen Lowman
Keyword(s):  
Systematic Review ◽  
Primary Progressive Aphasia ◽  
Future Research ◽  
Service Delivery Model ◽  
Speech Language Pathology ◽  
Review Of The Literature ◽  
Research Designs ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Screening Assessment

Purpose We conducted a systematic review of the literature regarding adult telepractice services (screening, assessment, and treatment) from approximately 2014 to 2019. Method Thirty-one relevant studies were identified from a literature search, assessed for quality, and reported. Results Included studies illustrated feasibility, efficacy, diagnostic accuracy, and noninferiority of various speech-language pathology services across adult populations, including chronic aphasia, Parkinson's disease, dysphagia, and primary progressive aphasia. Technical aspects of the equipment and software used to deliver services were discussed. Some general themes were noted as areas for future research. Conclusion Overall, results of the review continue to support the use of telepractice as an appropriate service delivery model in speech-language pathology for adults. Strong research designs, including experimental control, across multiple well-described settings are still needed to definitively determine effectiveness of telepractice services.

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.

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 The Efficacy of Telehealth-Delivered Speech and Language Intervention for Primary School-Age Children: A Systematic Review.

2017 ◽  
Vol 9 (1) ◽  
pp. 55-70 ◽  
Author(s):  
Danielle Wales ◽  
Leisa Skinner ◽  
Melanie Hayman
Keyword(s):  
Systematic Review ◽  
Primary School ◽  
School Age Children ◽  
Rural Children ◽  
School Age ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Rigorous Study ◽  
Primary School Age ◽  
Study Designs

The purpose of this article is to determine if telehealth-delivered speech-language pathology interventions are as effective as traditional in-person delivery for primary school-age children with speech and/or language difficulties. A systematic review was conducted (in accordance with PRISMA guidelines) using five databases, two journals and reference lists. Titles and abstracts were screened for inclusion, with relevant studies reviewed in full-text. Initial searches identified 132 articles. Following exclusion of non-relevant studies, seven articles remained for inclusion. Results revealed both telehealth and in-person participants made significant and similar improvements when treatment effects were measured through five of the six outcome measures. Findings showed there is limited but promising evidence to support telehealth for delivering speech-language pathology intervention services to school-age children. Whilst this is encouraging, particularly for rural children where in-person services are limited, more rigorous study designs are required to support the efficacy of telehealth for this population.

scholarly journals Patient Satisfaction With Telehealth in Rural Settings: A Systematic Review

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512520383p1-7512520383p1
Author(s):  
Angela Patterson ◽  
Loriana Harkey ◽  
Sadie Jung ◽  
Elizabeth Newton
Keyword(s):  
Systematic Review ◽  
Patient Satisfaction ◽  
Rural Communities ◽  
Program Development ◽  
Speech Language Pathology ◽  
High Satisfaction ◽  
Rural Settings ◽  
Language Pathology ◽  
Reduced Costs

Abstract Date Presented 04/21/21 This systematic review analyzes patient satisfaction with telehealth rehabilitation (OT, physical therapy, speech-language pathology) in global rural communities. Telehealth services should be used to deliver therapy to patients in rural settings for greater outreach. Patients report high satisfaction related to ease of travel, quality of care, safety, and reduced costs. This study has implications for telehealth program development within OT practice. Primary Author and Speaker: Angela Patterson Additional Authors and Speakers: Stephanie C. DeLuca, Hoàng Khánh Chi Contributing Authors: Lê Tường Giao Lê Tường, Đang Nguyễn Thị, and Thi Bich Ngoc Nguyen

Deliberate Supervision: Practical Strategies for Success

2020 ◽  
Vol 5 (1) ◽  
pp. 206-215
Author(s):  
Kelly A. Kleinhans ◽  
Christina Brock ◽  
Lauren E. Bland ◽  
Bethany A. Berry
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Professional Practice ◽  
Clinical Education ◽  
Clinical Skills ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Practice Experience ◽  
Certification Standards ◽  
Language Pathology

Purpose Clinical supervisors play a fundamental role in enabling students to transform knowledge into clinical skills. The 2020 changes to Speech-Language Pathology Certification Standards will require speech-language pathologists who want to serve as clinical supervisors of applicants for certification to complete a minimum of 9 months of practice experience postcertification and 2 hr of professional development in the professional practice domain of supervision postcertification prior to overseeing a student in a clinical supervisor capacity. Conclusion This article describes a framework for clinical supervisors of graduate students to use based on the premise that supervision should be an intentional reflective activity. The authors describe how to plan for clinical education across practice settings, provide appropriate feedback, and use questions effectively. Supplemental Material https://doi.org/10.23641/asha.11528250

scholarly journals Clinical Education Outcomes and Research Directions in Speech-Language Pathology: A Scoping Review

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
George Wolford ◽  
Schea Fissel Brannick ◽  
Sarah Strother
Keyword(s):  
Outcome Measures ◽  
Scoping Review ◽  
Clinical Education ◽  
Self Report ◽  
Speech Language Pathology ◽  
Research Directions ◽  
Education Outcomes ◽  
Self Reports ◽  
Specific Outcome ◽  
Language Pathology

Purpose: To describe what researchers are investigating and how they are measuring the constructs of their investigations within the speech-language pathology (SLP) clinical education literature. Method: A scoping review methodology (Arksey & O’Malley, 2005) was employed to develop a picture of clinical education articles which reported a measured outcome. Articles that met criteria were categorized by the purpose of the investigation and the outcome measures reported. Result: 124 articles met inclusion criteria. Analysis of study purposes revealed a wide breadth of foci that were grouped into four broad clusters: Outcome Measures, Student Perspectives, Educational Contexts, and Teaching Methods. Most of the studies in the corpus relied only on student self-report measures. In addition, any specific outcome measure was typically used only once and not found in subsequent studies. Trends indicate a variety of constructs are being studied at an exploratory level with limited in-depth investigation. Conclusion: Given the inconsistency of outcome measures and reliance on self-report measures, more research is needed to validate recommendations of best practices in clinical education. Areas of need include developing and implementing validated outcomes, more frequent investigation of clinical education using measures other than student self-reports, and testing theories found in other fields.

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