Abstract
The delivery of safe, high quality and equitable speech pathology services to clients with limited English proficiency requires speech pathologists (SPs), interpreters and translators (ITs) to work together effectively. No studies have described the development and evaluation of interprofessional training delivered in an online format. This study outlined the development of targeted e-learning for SPs and ITs, and evaluated e-learning outcomes. Sixty-six SPs and 140 ITs participated in pre- and post-training online surveys. Knowledge, confidence and practice items were self-rated on 5-point Likert scales, while skills were assessed using scored short answer responses to a video vignette assessment task. Outcomes were compared statistically between time points, and identical items from SP and IT surveys were compared between professions. Relationships between participant demographics and training outcomes were also explored. After e-learning, both professions demonstrated statistically significant improvements in all measures of self-reported knowledge, confidence, past practice compared to intended future practice, and skills. Differences in the extent of improvement between professions are discussed. SPs and ITs with less experience in their current profession and less experience working with the other profession demonstrated greater improvement after e-learning. Interprofessional e-learning developed in consultation with SPs and ITs has the potential to be an effective, user-led and accessible mode of training delivery when establishing foundation level interprofessional training platforms for SP and IT professions globally. More research is needed to validate these findings and explore the impact of improved workforce preparedness on the delivery of equitable, accessible and high-quality services to improve client outcomes.
Highlights
Of the world’s population, three percent (244 million people) reside outside of their country of origin (United Nations Population Fund, 2015)
Considering the importance improving interprofessional collaboration between speech pathologists (SPs) and interpreters and/or translators (ITs), the present study aimed to develop targeted foundationlevel e-learning packages for both professions and evaluate the e-learning outcomes for ITs and qualified SPs across a range of workplaces and locations
Fiftyseven were excluded as they only completed the pre-training survey, and one was excluded as he/she did not complete any of the e-learning outcome parameter items at post-training
Summary
Of the world’s population, three percent (244 million people) reside outside of their country of origin (United Nations Population Fund, 2015). Speech pathologists (SPs, referred to as speech-language pathologists, speech and language pathologists, speech and language therapists, and speech therapists) have a responsibility to ensure that they provide responsive services to clients with limited proficiency in the dominant language of their country, such as clients with limited English proficiency (LEP) in English-speaking countries. When working with LEP clients and families, SPs should collaborate with interpreters who convert spoken languages and translators who convert written languages (National Accreditation Authority for Translators and Interpreters, 2019). As language service providers sometimes qualify as both interpreters and translators, they will be labelled collectively as interpreters and/or translators (ITs) except when referring to each role. SPs and ITs alike must develop preparedness to navigate the complex crosslinguistic and cross-cultural aspects of service delivery (Isaac & Hand, 1996). The SP-IT relationship is a key driver for safety, quality and accessibility in a range of workplace settings and practice contexts (Langdon & QuintanarSarellana, 2003)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
