Speech-language Pathology Graduate Students Research Articles

Meta-synthesis of Outcomes of Simulated Learning Among Speech-Language Pathology Graduate Students

Meta-synthesis of Outcomes of Simulated Learning Among Speech-Language Pathology Graduate Students

Improving Cognitive Empathy Through Traumatic Brain Injury Experiential Learning: A Novel Mixed Methods Approach for Speech-Language Pathology Graduate Education.

The aim of this study was to gauge the impacts of cognitive empathy training experiential learning on traumatic brain injury (TBI) knowledge, awareness, confidence, and empathy in a pilot study of speech-language pathology graduate students. A descriptive quasi-experimental convergent parallel mixed methods design intervention pilot study (QUAL + QUANT) was conducted with a diverse convenience sample of 19 first- and second-year speech-language pathology graduate students who engaged in a half-day TBI point-of-view simulation. The simulation was co-constructed through a participatory design with those living with TBI based on Kolb's experiential learning model and followed the recommendations for point-of-view simulation ethics. After setting goals, participants engaged in four station activities completing cognitive communication activities of daily living, while experiencing manipulations to their sensory systems. Activities included reading while wearing goggles with blurred or double vision, listening with tinnitus and auditory processing disorder, and taking notes during a manipulated college lecture. Participants also interacted with an individual living with TBI and responded to targeted prompts throughout the day. Quantitative outcomes were measured using published TBI knowledge and empathy scales and analyzed with descriptive, parametric and nonparametric statistics, while qualitative data were analyzed through thematic analysis. Data were then triangulated through mixed methods. Mixed methods design quality was ensured by following the Mixed Methods Appraisal Tool (Hong et al., 2018). After experiential learning, significant increases in speech-language pathologist (SLP) TBI knowledge, empathy, and awareness of TBI symptom and symptom impacts were found. Many, but not all, participants also reported changes in clinical confidence. Cognitive empathy training using experiential learning appears to be a viable method to increase SLP knowledge, empathy, and symptom awareness for TBI clinical care. Future research should replicate the study with different types and locations of speech-language pathology graduate programs to consider TBI empathy training as a standard training method to improve both individual and provider outcomes. Individuals and families living with traumatic brain injury (TBI) say their providers lack necessary knowledge; do not seem to understand what living with TBI is like; and can be dismissive, uncaring, and lacking empathy. Health care providers do not automatically imagine the world from the patient's perspectives, to "walk in another's shoes"; it takes intentional effort and training. This project attempted to train those specific empathy skills for speech-language pathology graduate students through experiential learning. Experiential learning is a process where people engage in meaningful activities and spend lots of time reflecting on their experiences. Working with people living with TBI, we built a half-day workshop where 19 graduate students completed normal daily activities (such as texting, reading) through different stations that provided insights into what it may be like to have a TBI, such as wearing goggles to induce blurred or double vision, having ringing in their ears (tinnitus), and watching an overwhelming manipulated college video lecture. Afterward, participants listened to a person living with TBI and asked questions. This was important because engaging in activities without interacting with someone living with TBI misses a key idea about listening to and learning from individuals and families. We measured TBI knowledge, empathy, and confidence by looking at surveys pre- and posttraining and reading students' written reflections. Participants reported significant changes in how they think about brain injury and how they will provide clinical care for people living with TBI in the future. https://doi.org/10.23641/asha.28098254.

A Viewpoint on the Ethics of Pseudostuttering Assignments: Guidelines and Best Practices for Their Use.

Pseudostuttering, or the act of voluntarily stuttering or stuttering on purpose, has been both regularly used by clinicians alongside clients in stuttering therapy and taught to students in stuttering courses for decades. However, in recent years, teaching speech-language pathology students how to pseudostutter in stuttering courses has been increasingly questioned by students on grounds that pseudostuttering may be ableist, a disability simulation, and of questionable clinical value. The purpose of this article is to discuss the value and ethics of pseudostuttering assignments as part of graduate clinical education for speech-language pathologists (SLPs). The history of pseudostuttering and the pseudostuttering assignment within speech-language pathology pedagogy, disability studies literature, and community perspectives are reviewed. In so doing, we incorporate views from the broader disability rights community, the stuttering community, and stuttering research and clinical literature. Stuttering literature and community perspectives not only confirm the value of pseudostuttering assignments but also underscore the critical importance of assignment purpose, framing, structure, and scope. Pseudostuttering continues to be a critical clinical skill for SLPs who work with people who stutter, and pseudostuttering assignments are an invaluable learning experience for speech-language pathology graduate students. However, assignments must be designed and implemented according to a specific set of principles and best practices. Assignment design that does not follow these principles and best practices is likely to perpetuate ableist constructs and inadequately prepare students to work with individuals who stutter. Graduate course instructors should educate themselves on these principles and engage with students who express concerns with the assignment.

What am I looking at? Graduate student accuracy in identification of anatomic structures/landmarks on swallow imaging.

Speech-language pathologists need to accurately identify structures/landmarks on swallow imaging. Foundational learning begins in graduate training. This study aimed to determine graduate student accuracy at identifying anatomical structures/landmarks during swallow evaluations and to determine if accuracy was predicted by type of imaging, anatomical structure, case type (i.e., normal/abnormal). Researchers recruited first-year graduate speech-language pathology students. Each participant reviewed five static images from lateral radiographic swallow studies and five static images from endoscopic swallow studies across 10 cases. Participants identified key anatomic structures and landmarks by clicking on the structure/landmark within a web-based platform. Two experienced speech-language pathologists reviewed and coded participant responses for accuracy. Sixteen graduate speech-language pathology students participated in a within-subjects design. Overall participant accuracy in identification of structure/landmarks was 69% (range 46%-88%). Binomial logistic regression was performed to study the effects of anatomical structure, case type (i.e., normal/abnormal), and image type on likelihood of participant accuracy in identifying anatomical structures (X 2(4) = 143.65, p < 0.001). Only anatomical structure was statistically significant (X 2(4) = 187.729, p < 0.001). The model explained 23.2% (Nagelkerke's R squared) of the variance in accuracy and correctly classified 78.4% of cases. Sensitivity was 92.1%, specificity was 47.3%, positive predictive value was 79.84%, and negative predictive value was 72.50%. The area under the ROC curve was 0.754, 95% CI [0.716, 0.791]. Graduate student's ability to correctly identify structures/landmarks overall was lower than desired and accuracy varied per structure. Results have implications for improving graduate student training for identification of structures/landmarks on swallow imaging.

An Effective Interprofessional Collaboration to Support African Refugee Students' Oral and Written Language and Social Integration

Purpose: Two faculty members collaborated to advance educational equity by providing a summer camp experience to prevent summer learning loss for African refugee students in preschool through high school. Both faculty members educate university students in graduate programs, one for students aiming to become educators of English to Speakers of Other Languages and the other for speech-language pathology students. Method: Speech-language pathology graduate students provided supports for oral and written language within Tier 1 of a multitiered systems of support framework during camp. Interventions were provided within the context of the camp activities, rooted in the constructs of contextualized intervention, implicit learning, and feedback-free learning. The speech-language pathology students collaborated with the faculty members, camp director, community members, and the campers. Results: The speech-language pathology students learned to provide language support in natural environments, analyze writing, recognize strengths and areas for growth in multilingual learners, establish rapport with individuals from cultural and linguistic backgrounds that differ from their own, collaborate with other professionals, and build campers' confidence and self-esteem. The campers expanded their vocabulary, syntactic, and narrative production and developed teamwork, collaboration, and leadership. Conclusions: This program can be a model for others aiming to collaborate to advance educational equity. Speech-language pathologists have an important role in collaborating with colleagues from other disciplines to provide programs for language and literacy support, even when the students do not have underlying language disorder.

Addressing the Gap: A Pilot Study to Improve Graduate Student's Counseling Self-Efficacy Through Online Support Groups for Care Partners of People With Acquired Brain Injuries

Purpose: The purpose of this technical report is to (a) describe the development and pilot testing of a university training initiative for graduate students in speech-language pathology to conduct online support groups for care partners of individuals with acquired brain injuries and (b) share preliminary data on students' self-efficacy in their counseling skills as a result of training. Method: Four graduate students completed an intensive summer counseling training program consisting of two 90-min student orientations to counseling skills and two online support group sessions for care partners of people with acquired brain injuries. A mixed methods analysis of pilot data collected over the summer of 2023 was conducted. Students completed the modified Counselor Activity Self-Efficacy Scales for speech-language pathologists within 1 week of beginning their counseling training and within 1 week after their clinical training experience. Students also submitted a short reflection paper within 24 hr of their two support group sessions to discuss their overall performance within the session and assess their self-efficacy in their counseling skills. Results: Preliminary data evidenced significant pre- to posttraining gains in two primary counseling areas: (a) psychoeducation (i.e., students' ability to provide information to care partners) and (b) empathy when addressing care partners' concerns regarding their loved one's communication disorder. Students' reflection papers illustrated their sense of growth as clinicians and paralleled the findings from their questionnaires. Conclusions: Our preliminary results highlight the importance of providing counseling opportunities for student clinicians in speech-language pathology graduate programs. Our online clinical model offers an example for replicability across universities to foster self-efficacy in students' counseling skills as part of their graduate studies. “Key” ingredients are provided for replication when developing a student-led online support group program for care partners of individuals with acquired brain injuries.

Effects of training in voice auditory-perceptual skills.

This study was designed based on the need to verify the effectiveness of education in the vocology area concerning refining perceptual auditory skills. The purpose of the project described in this paper was to examine the effect of knowledge and skills training during a 2-week voice disorders graduate course on auditory-perceptual skills of pre-professional speech-language pathologists. The training effect was evaluated by comparing pre- and post-course results of ratings of voice quality using auditory-perceptual measures. A cohort of 24 graduate students in speech-language pathology participated in this study. Each student rated a total of 24 voice samples of typical and disordered voice quality from a database using Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V). The same voice samples were rated before and after the training, in randomised order. The speakers ranged in age from 35 to 80 years; 16 identified as females and 8 as males. A total of 16 samples were associated with various degrees of dysphonia of organic and functional aetiologies; the remaining 8 voice samples included in the study were classified as normal. The training involved different components including knowledge and auditory-perceptual skills as part of a voice class offered as an intensive 2-week course with daily blocks of 4h sessions. Exploratory comparisons of results to objective outcomes were conducted through comparisons with computer-generated indicators of the Cepstral Spectral Index of Dysphonia (CSID), a component of the Analysis of Dysphonia in Speech and Voice (ADSV) software from Pentax for capturing the CSID. There was a significant increase in ratings of roughness, breathiness, loudness, pitch and overall severity after the course. Furthermore, there was a significant increase in the intra- and interrater reliability post training. Statistically significant positive indications were found in correlations between mean perceptual ratings and the acoustic measure of CSID. Reliability of data was measured by using Pearson's correlations. Intrarater reliability resulted in values of ≥0.90 in all parameters. Similar findings were demonstrated by intraclass coefficients used to estimate interrater consistency: all values were >0.90 but in the Loudness parameter [r (22) = 0.60]. Effectiveness of the training in improving the auditory perceptual skills of students was based on the increased reliability of ratings. Indications of successful implementation and outcomes on auditory-perpetual training procedures in classroom environments will support the development of effective educational methods, which will in turn lead to increased efficacy of service delivery in voice disorders. What is already known on this subject The effects of training on perceptual assessment performance have been indicated in the literature. Past evidence has demonstrated that various types of training produce a significant impact on auditory perceptual skills. Although dedicated research has been advancing over the past decade, further aspects of auditory-perceptual reliable assessment include queries about specific training approaches, optimal duration, and interval time for recalibration. What this paper adds to existing knowledge While past research suggests that increased exposure in identifying voice characteristics impacts assessment skills, there are limited published data on the relationship of knowledge and skill in association with teaching and learning environments, particularly at the pre-professional stage. Practical data from actual classroom application constitute an ideal scenario for inspecting effectiveness of graduate training in voice disorders involving acquiring knowledge and applied skills, including auditory-perceptual voice evaluation. This study is an attempt to expand on previous literature, particularly by examining effects of auditory-perceptual skills training in graduate students following teaching and learning in a systematic 2-week voice disorders course. What are the clinical implications of this work? Outcomes indicative of successful training procedures in a classroom environment will support the development of effective educational methods to increase efficacy of service delivery in voice disorders.

Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation.

Project INTERprofessional Autism Collaborative Training (INTERACT) is an interprofessional education program designed to prepare graduate students in psychology, special education, and speech-language pathology to work with autistic children with moderate to severe intellectual disabilities. The rising prevalence of autism, coupled with increased appreciation for interprofessional approaches to service delivery, indicates the need for university training programs to prepare graduate students to work interprofessionally with this population; yet descriptions of such programs and their effectiveness are not reported in the literature. In this article, we explain the process through which an interprofessional faculty team developed Project INTERACT, describe the sequence of coursework and team-based clinical experiences that comprise the program, and present preliminary data regarding its effectiveness. Twenty-four graduate students in psychology, special education, and speech-language pathology participated in this quantitative study. We report results from three rating scales that participants completed at program entry, midpoint, and program exit. Participants endorsed positive attitudes toward interprofessional practice and demonstrated high levels of knowledge about autism. Self-rated knowledge and abilities in interprofessional practice increased significantly by program exit. Project INTERACT scholars developed knowledge and skills related to understanding, assessing, and treating autistic children with intellectual disabilities, through the lens of team-based interprofessional collaboration. We discuss implications for practice with Project INTERACT. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Enhancing Adult Hearing Screening Skills for Speech-Language Pathology Students Through Simulation

Purpose: This study evaluated student performance and perception of a simulated hearing screening utilizing an adult standardized patient (SP). It explored the relationship between student performance and student perception of the simulation. Method: Sixty-nine first-year speech pathology graduate students completed a high-fidelity simulation to demonstrate competency in hearing screening administration with an adult SP. Student performance was assessed by supervising educators through standardized rubrics in the following domains: (a) explaining the task, (b) following the university screening protocol, (c) demonstrating clinical and critical thinking, and (d) using the audiometer efficiently. Students also completed surveys to provide feedback regarding their simulation experience. Results: The median rating for student performance across the four domains evaluated was determined using nonparametric tests, while a one-sample t test was used to determine average ratings. Additionally, central tendency and dispersion measures were computed using rubric ratings of students' performance in each domain evaluated. Overall, students performed well in this simulation, with nearly all students demonstrating competency in explaining the task and demonstrating clinical/critical thinking. Following the screening protocol and using the audiometer efficiently showed the most room for improvement. Student survey responses generally indicated that this was a positive and beneficial learning experience and provided constructive feedback for future iterations of this simulation. Conclusions: Hearing screening simulations effectively train graduate speech-language pathology students in the necessary skills. Student perceptions of this simulation were resoundingly positive.

Speech-Language Pathology Graduate Students’ Experiences with the Use of Case-Based Learning to Develop Skills for Evidence-Based Practice

Speech-Language Pathology Graduate Students’ Experiences with the Use of Case-Based Learning to Develop Skills for Evidence-Based Practice

The Acquisition of Static and Dynamic Intervention Skills by Graduate Speech-Language Pathology Students.

Speech-language pathology programs use simulated learning experiences (SLEs) to teach graduate student clinicians about fidelity to therapeutic interventions, including static skills (clinical actions that are delivered in a prespecified way regardless of the client's behavior) and dynamic skills (contingent responses formulated in response to a client's behavior). The purpose of this study was to explore student learning of static and dynamic skills throughout SLEs and live clinical practice. Thirty-three speech-language pathology graduate students participated in this study. Students were first trained to deliver an intervention before having their treatment fidelity measured at three time points: an initial SLE, actual clinical practice, and a final SLE. Treatment fidelity was first summarized using an overall accuracy score and then separated by static and dynamic skills. We hypothesized that (a) overall accuracy would increase from the initial simulation to treatment but remain steady from treatment to the final simulation and that (b) students would acquire dynamic skills more slowly than static skills. In line with our hypotheses, students' overall accuracy improved over time. Although accuracy for static skills was mostly established after the first simulation, dynamic skills remained less accurate, with a slower acquisition timeline. These results demonstrate that SLEs are efficacious in teaching students the clinical skills needed for actual clinical practice. Furthermore, we show that dynamic skills are more difficult for students to learn and implement than static skills, which suggests the need for greater attention to dynamic skill acquisition during clinical education.

An Exploration of Associations Between Self-Care Practices and Clinical Self-Efficacy in Speech-Language Pathology Graduate Students

Purpose: Previous studies have suggested that many speech-language pathology graduate students experience significant levels of stress throughout their programs. If not effectively mitigated, these stressors could negatively impact students' academic and clinical development. Self-care practices are one potential option that could help address the stressors students encounter throughout their graduate programs. The purpose of this research was to explore potential associations between self-care practices and clinical self-efficacy in speech-language pathology graduate students. Method: This topic was explored using a nonexperimental research design that included descriptive and correlational analyses. A survey that included demographic questions, the Mindful Self-Care Scale–Standard, and a modified version of the Clinical Self-Efficacy Appraisal Inventory was completed by 68 students who were enrolled in a speech-language pathology graduate program. Results: Small positive and significant correlational associations were observed between Mindful Awareness and total Mindful Self-Care Scale–Standard scores and all measured aspects of clinical self-efficacy. The associations between Supportive Relationships and Supportive Structure subscale scores and some aspects of clinical self-efficacy also reached significance. No significant associations were observed between Mindful Relaxation, Physical Care, or Self-Compassion and Purpose subscale scores and any measured domain of clinical self-efficacy. Conclusion: While limitations exist due to the exploratory nature of this study, the results provide an initial examination of associations between self-care practices and clinical self-efficacy.

Read the Feed: High-Emotion Simulation of Preterm Feeding to Enhance Graduate-Level Training.

Therapeutic bottle feeding is a critical skill for speech-language pathologists (SLPs) managing the increasing and medically complex neonatal intensive care unit (NICU) and early intervention caseloads. Thus, we explored the role of a high-emotion preterm simulator, known as "Paul," to increase knowledge, skills, and confidence related to infant feeding management for speech-language pathology graduate students. A randomized controlled study compared learning outcomes of 27 participants following either a 1-hr lecture or 1-hr training with a preterm simulator. Outcomes included knowledge demonstrated on written examination, accuracy in identifying stress cues during simulated feeding, and self-reported anxiety levels related to clinically assessing infant feeding. No baseline group differences were found on written examination or during a simulated bottle feeding. Both groups improved in written examination scores and identification of stress cues (p < .001). Gains in written examination scores did not significantly differ between groups; however, after training, the simulator group correctly identified more stress cues during a simulated bottle feeding (p < .001), and the lecture group reported reduced anxiety related to clinically evaluating infant feeding compared to simulator-trained students (p < .05). All students demonstrated gains in written knowledge and identification of stress cues; however, simulation-based training was superior in developing the feeders' ability to identify stress cues during a hands-on simulated bottle-feeding scenario. Lecture-based training may have inflated students' perceptions in their clinical skills as they were less accurate in identifying stress cues during a simulated feeding but reported significantly reduced anxiety for administering a clinical evaluation of infant feeding compared to simulation-trained students. Hands-on training using high-fidelity simulation may capitalize on experiential learning to better build clinical feeding skills for future SLPs who may serve in NICU and early intervention settings, while eliminating the risk of potential errors during learning that could affect fragile neonates.

Reflecting on Relationally Focused Critical Incidents: Investigating the Use of Reflective Writing to Support Conflict-Handling Skills During Speech-Language Pathology Student Internships

Purpose: Handling conflict successfully is an important professional competency. This study examined whether integrating relationally focused critical-incident reflections into graduate speech-language pathology student internships improved conflict-handling skills. The study also analyzed the breadth and depth of reflections and identified student variables associated with improved conflict handling. Method: Participants were a convenience sample of 49 graduate speech-language pathology students. A quasi-experimental design was used to compare participant conflict-handling skills at baseline, after a 7-week control period, and after 7 weeks of biweekly reflections. Students were provided with an orientation and writing prompt to guide their reflections. Relationships were examined between participant conflict-handling abilities, reflective capacity, emotional intelligence, number of reflections completed, and years of speech-language pathology–related experience. Results: Significant changes did not occur in conflict-handling skills after completing 7 weeks of relationally focused critical-incident reflections. Students demonstrated measurable ability to reflect on their experiences but appeared unable to achieve deep reflection. Significant correlations were revealed between emotional intelligence, number of reflections completed, and changes in conflict handling. Students with 2–4 years of prior speech-language pathology–related experience appeared to increase their conflict-handling skills during the clinical internship. Conclusions: Students were unable to critically reflect with guided questions and a training session alone. Reflection did not result in changes to conflict-handling skills, although individual student variables did impacted conflict handing. Implications for clinical education are discussed.

Does Implicit Racial Bias Affect Auditory-Perceptual Evaluations of Dysphonic Voices?

PurposeThe purpose of this study was to understand the role of implicit racial bias in auditory-perceptual evaluations of dysphonic voices by determining if a biasing effect exists for novice listeners in their auditory-perceptual ratings of Black and White speakers. MethodThirty speech-language pathology graduate students at Boston University listened to audio files of 20 Black speakers and 20 White speakers of General American English with voice disorders. Listeners rated the overall severity of dysphonia of each voice heard using a 100-unit visual analog scale and completed the Harvard Implicit Association Test (IAT) to measure their implicit racial bias. ResultsBoth Black and White speakers were rated as less severely dysphonic when their race was labeled as Black. No significant relationship was found between Harvard IAT scores and differences in severity ratings by race-labeling condition. ConclusionsThese findings suggest a minimizing bias in the evaluation of dysphonia for Black patients with voice disorders. These results contribute to the understanding of how a patient’s race may impact their visit with a clinician. Further research is needed to determine the most effective interventions for implicit bias retraining and the additional ways that implicit racial bias impacts comprehensive voice evaluations.

Three-Year Program Evaluation of a University-Public School Collaborative Partnership.

This clinical focus article reports on an innovative program that provides classroom-based speech and language services to school children receiving speech-language therapy while addressing the need for clinical placements for graduate students in speech-language pathology. This program evaluation report centers around the logic model used to develop and implement the program. The program was implemented in partnership between a university program in speech-language pathology and a nearby school district. The program took place in two different schools within the district, each with one state licensed and American Speech-Language-Hearing Association-certified speech-language pathologist (SLP) who supervised two or three graduate student interns per year of the project for a total of 17 graduate students over 3 years. Data sources for this program evaluation included child-level data collected by graduate student interns, teacher satisfaction surveys, and semistructured interviews. Program stakeholders including graduate student interns, speech-language pathology supervisors, and the school district administrator provided converging positive feedback about the program implementation. This was corroborated by favorable ratings from teachers who collaborated with graduate student interns and an increase in the number of classroom-based intervention hours for school children receiving speech-language services. The short-, medium-, and long-term outcomes of the program's logic model were achieved in part or fully as supported by data sources used for program evaluation procedures. Clinical implications are provided about the need for innovation in school-based services with a focus on collaborative classroom-based intervention.

The Impact of Treating Bilingual Clients on Speech-Language Pathology Students' Cultural Responsiveness.

Graduate programs often use practicum experience with clients from nonmajority cultures to improve students' cultural responsiveness. Yet, it is not clear whether simply working with a client from a nonmajority culture actually confers this benefit or whether students are thinking about how to include culturally responsive behaviors when they are considering how to address a clinical case. Twenty first-year speech-language pathology graduate students (10 Spanish-English bilinguals, 10 monolingual English speakers) were split into three groups: monolingual experimental (n = 4), bilingual experimental (n = 4), and control (n = 12). The experimental groups completed a structured practicum with bilingual Hispanic/Latino clients. They received a 1-hr training in cultural responsiveness and then implemented a systematic language intervention in English or Spanish. Changes to cultural responsiveness were measured via think-aloud cases, and changes to confidence were measured with published, self-report scales. Reflective journal entries revealed what aspects of the clinical practicum students found most salient. Experience working with bilingual clients did not have a substantial effect on students' confidence in their cultural competence. No substantial change was found in cultural responsiveness on the think-aloud for any group. Cultural responsiveness did not appear to be top-of-mind for the students. Simply working with clients from nonmajority cultures does not create a scenario where cultural responsiveness is likely to improve. Additional targeted, purposeful training in cultural responsiveness is necessary.

Undergraduate Nursing Application of the Rapid Aspiration Screening Tool (RAS-3): An Interprofessional Swallow Screen Simulation

BackgroundSwallow screenings for patients with suspected stroke may increase early identification of aspiration risk potentially reducing the incidence of pneumonia, length of stay, hospital costs, and patient mortality (Benfield et al., 2020; Daniels et al., 2016; Murray et al., 2021; Sherman et al., 2021). A simulation activity including graduate speech-language pathology (SLP) students and nursing students facilitates an experiential learning opportunity that paves the way for future knowledge and professional collaboration. MethodsThis study utilized an interdisciplinary swallow screen (Rapid Aspiration Screening [RAS-3]) lab, which included a standardized training protocol and simulation activity using standardized patients. The archival dataset included assessment data of 72 students from two programs, an accelerated undergraduate nursing (RN) program and SLP program within the same university. ResultsRN and SLP students obtained similar swallow screen interpretation results (e.g., x2 [1, 97] = 0.01, p = .92). Overall competency scores increased from pretraining (Mean = 82.4, N = 72) to posttraining (Mean = 96.5, N = 71). Twenty-six RN students and 23 SLP students (Mean difference = 19.2 and 25.2, respectively) scored higher after the RAS-3 training (Mean rank = 30.1). A significant difference in pretraining competency scores between RN students (Mean rank = 43.6, N = 48) and SLP students (Mean rank = 22.4, N = 24) (U = 236.5, z = -4.16, p < .00) was also observed, with a moderate effect size (r = -0.49). Furthermore, using the RAS-3 Lab Follow-up Questionnaire, 75.9% indicated they strongly felt that standardized patients helped them prepare for clinical practice. ConclusionBy providing a structured training program and then supporting the didactic material with an experiential, interdisciplinary activity, RN students were able to achieve results comparable to SLP students when performing the RAS3 swallow screen (Table 4).

How does training format and clinical education model impact fidelity and confidence in a speech-language pathology rotation?

Clinical education rotations typically involve an initial training phase followed by supervised clinical practice. However, little research has explored the separate contributions of each component to the development of student confidence and treatment fidelity. The dual purpose of this study was to compare the impact of clinical training format (synchronous vs. asynchronous) and education model (traditional vs. collaborative) on student confidence and treatment fidelity. Thirty-six speech-language pathology graduate students completed this two-phase study during a one-term clinical rotation. Phase 1 investigated the impact of training condition (synchronous, asynchronous guided, asynchronous unguided) on student confidence and treatment fidelity. Phase 2 explored the impact of education model (traditional vs. collaborative) on student confidence and treatment fidelity. Treatment fidelity was measured at the conclusion of Phases 1 and 2. Students rated their confidence at six-time points throughout the study. Our results indicate that training condition did not differentially impact student confidence or treatment fidelity; however, education model did: students in the collaborative education model reported increased confidence compared to students in the traditional education model. Students in the collaborative education model also trended towards having higher treatment fidelity than students in the traditional education model. These results demonstrate that pre-clinical trainings can be effective in several different formats provided they cover the discrete skills needed for the clinical rotation. While preliminary, our results further suggest that students may benefit from working with peers during their clinical rotations.

Perceptions of Racism and White Privilege Among White Graduate Students in Audiology and Speech-Language Pathology.

In the White-dominated fields of audiology and speech-language pathology, graduate students should demonstrate awareness of racism and racial privilege to begin developing cultural humility. A 2013 survey of graduate students in audiology and speech-language pathology indicated that White students demonstrated minimal awareness of White privilege (Ebert, 2013). This study builds on Ebert (2013) by investigating changes in White students' perceptions of White privilege over time and by adding characterization of their perceptions of systemic racism. A web-based survey was distributed to graduate students in audiology and speech-language pathology programs across the country. The survey combined repeat questions from the work of Ebert (2013) with novel questions on systemic racism within the fields. For this study, only responses from White students were analyzed. The majority of White respondents (n = 104) acknowledged White privilege and systemic racism, though colorblindness and denial were still present among student responses. Significant increases in acknowledgment of White privilege from the Ebert (2013) results were observed across all questions. In qualitative analyses, the most common themes were the impact of White privilege and systemic racism on quality of services, access and opportunities, and clinician-client mismatch. Among White audiology and speech-language pathology graduate students, awareness of White privilege has increased over the past decade and most students acknowledge this privilege, as well as systemic racism. However, additional steps should be taken by students, graduate training programs, and practicing clinicians to continue confronting racial inequities in the fields. https://doi.org/10.23641/asha.22714222.