Speech-language Pathology Students Research Articles

Teaching about aphasia: speech-language pathology students’ perceptions of different instructional techniques

Background: Speech-language pathology (SLP) instructors are deeply invested in innovative, evidence-based methods for teaching future clinicians about aphasia. In medicine and allied health educati...

Simulation speaks for itself: Building speech-language pathology students’ confidence through high quality simulation within a workplace clinical placement

Introduction: This study investigated student perceptions of a brief standardised patient programme within a speech-language pathology workplace clinical placement. The simulation programme was designed to allow practise of communication and interpersonal skills with standardised patients before working with real patients in the healthcare environment. Methods: Speech-language pathology students (n = 30) completing their final-year placement at an Australian metropolitan healthcare provider participated in this programme between 2014 and 2016. Students routinely completed anonymous pre-post experience surveys as part of the programme. A retrospective pre-post study design was used to determine the programme’s impact on perceived anxiety and perceived confidence for communication and interpersonal skills. A qualitative analysis of written feedback was also utilised to further understand student perceptions of the programme. Results: Reported levels of anxiety, when anticipating interaction with real patients, significantly reduced ( p < 0.05). Further, confidence across all communication and interpersonal skills increased significantly ( p < 0.05) post programme. Thematic analysis of written feedback showed three themes related to student perceptions and learning preferences. Conclusions: Although actual learning outcomes were not investigated, it appears that the utilisation of a brief standardised patient learning programme, embedded within a speech-language pathology workplace placement, is a promising way to target student competencies, such as communication and interpersonal skills.

Clinical educators’ experiences teaching speech-language pathology students to work with people with aphasia

Clinical educators’ experiences teaching speech-language pathology students to work with people with aphasia

Face-to-face versus online training for the interpretation of findings in the fiberoptic endoscopic exam of the swallow procedure.

ObjectiveThe aim of this study was to evaluate the comparative effectiveness of an online, interdisciplinary, interactive course designed to increase the ability to accurately interpret the fiberoptic endoscopic exam of the swallow (FEES) procedure to traditional, face-to-face (F2F) lectures for both graduate medical education (GME) and graduate speech language pathology (GSLP) programs.DesignThis was a prospective, quantitative, nonrandomized study. Participants were medical residents in physical medicine and rehabilitation from two affiliated programs and graduate students in speech language pathology from two instructional cohorts at a single institution. Group 1, traditional group (n=51), participated in F2F lectures using an audience response system, whereas Group 2, online group (n=57), participated in an online, interactive course. The main outcome measure was pre- and post-course FEES knowledge test scores.ResultsFor Group 1, the mean pre-course score was 26.94 (SD=3.24) and the post-course score was 34.96 (SD=2.51). Differences between pre- and post-course scores for Group 1 were significant (t=−16.38, P≤0.0001). For Group 2, the mean pre-course score was 27.05 (SD=2.74) and the post-course score was 34.05 (SD=2.84). Differences between pre- and post-course scores for Group 2 were significant (t=−13.5, P≤0.0001). The mean knowledge change score for Group 1 and Group 2 was 8.01 (SD=3.50) and 7.04 (SD=3.91), respectively (nonsignificant, t=1.372, P=0.173), suggesting groups made similar gains.ConclusionIncorporating technology into GME and GSLP programs yielded comparable gains to traditional lectures. Findings support the use of online education as a viable alternative to the traditional F2F classroom format for the instruction of the cognitive component of the FEES procedure.

Learning from students: Facilitators’ learning in interprofessional placements

ABSTRACTFew studies have examined experiences and learning from the viewpoint of interprofessional facilitators of student placements, and limited research has investigated this learning enacted across traditional service boundaries or between health and education practitioners. This study aimed to address these gaps by exploring perceptions about the learning and experiences of Early Childhood Educators (ECEs) who facilitated placements in childcare settings for speech-language pathology students from a health professional background. Lave and Wenger’s theory of Legitimate Peripheral Participation was utilised to design and interpret this study. Seven ECEs from two childcare centres and four Centre Directors participated in focus groups and individual semi structured interviews respectively. Thematic analysis revealed five themes that described how the ECEs came to accept the students as legitimate members of their practice community, and how this subsequently facilitated the ECEs’ learning. The themes of power described in previous studies that explored status and hierarchical differences between facilitators and students from differing professions were not identified in this study. This absence of observed power differential, in addition to the embedded nature of the placement design, and the students’ participation in the ECEs’ everyday activities and routines contributed to the ECEs’ positive interprofessional learning.

The effect of speech-language pathology students on clinician time use and activity

Purpose: This prospective study investigated the impact of supervising students on public health speech-language pathologists’ (SLPs) time and patient activity levels in order to broaden evidence in the profession.Method: Thirty-four SLPs supervising students collected data profiling their time use and activity during the first, middle and penultimate placement week. They also collected data for a week when not supervising students. Pre- and post-placement surveys were used to supplement quantitative data with additional information such as clinician and student experience levels.Result: Overall clinical time (face-to-face and indirect) and the number of patients seen neither increased nor decreased during student placements. However, clinicians’ use of time altered across placement periods. For example, SLP time delivering clinical services decreased but time observing students providing clinical services increased as the placement progressed. Some differences in time spent in non-clinical activities (e.g. student teaching and SLP administration) were found. Comparing data from placements with varying supervision models or student competence level showed few significant differences in time use, activity or productivity.Conclusion: There was no significant difference in overall clinical time used, nor patient activity or productivity whether clinicians were supervising students or not. Further research is required within SLP services.

Come Together: Music Therapy and Speech-Language Pathology Students’ Perspectives on Collaboration During an Inclusive Camp for Children with ASD

Come Together: Music Therapy and Speech-Language Pathology Students’ Perspectives on Collaboration During an Inclusive Camp for Children with ASD

Bringing Interprofessional Case-Based Learning into the Classroom for Occupational Therapy and Speech-Language Pathology Students

ABSTRACTInstructors are increasingly integrating interprofessional education (IPE) activities into academic programs to address curricular demands. IPE aims to increase the quality of collaborative services provided to patients. This article describes a case-based IPE activity designed for occupational therapy and speech-language pathology graduate students. This activity was designed as a small-scale integration of IPE to compliment large scale, multi-discipline learning activities. Students from two courses participated in an IPE activity that included one online and one in-class activity. The purpose of the activity was for students to gain knowledge of their respective roles in augmentative and alternative communication services. Students perceived increased knowledge and skills following this activity. Despite the somewhat small scale of this educational intervention, the instructors viewed the activity a valuable addition to their courses.

Evaluating a Metric to Predict the Academic and Clinical Success of Master's Students in Speech-Language Pathology

Evaluating a Metric to Predict the Academic and Clinical Success of Master's Students in Speech-Language Pathology

Impact of Virtual Simulation and Coaching on the Interpersonal Collaborative Communication Skills of Speech-Language Pathology Students: a Pilot Study

Communication between clinicians, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. However, graduate students in speech-language pathology (SLP) programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to explore the use of virtual-reality based rehearsal with coaching on the interpersonal collaborative communication skills of SLP graduate students when delivering information regarding a singular patient to different stakeholders. Three graduate students completing their third semester in a SLP program participated in the study. Each participant was provided a clinical case scenario and asked to deliver recommendations related to the client’s communication abilities to a single adult avatar portraying either a parent, teacher, or pediatrician. This task was repeated twice to allow assessment of performance across multiple trials. A brief reflection and coaching period was provided between trials with the same avatar. All interactions were scored using the Situation, Background, Assessment, Recommendation, and Communication (SBAR-C) tool. All participants demonstrated improved communication skills between their first and second trial with each avatar as measured by the SBAR-C. Social validity surveys with participants revealed that they found the intervention to be valid and acceptable.

Effectiveness of a Preexternship Hospital Orientation Program for Graduate Students in Speech-Language Pathology

Purpose A preexternship hospital orientation program was developed in response to clinical externship supervisors providing feedback that students were not well prepared when entering the medical setting for the 1st time. This program aimed to introduce students to different medical settings where they could observe patients with a range of communication and swallowing disorders and their interactions with a speech-language pathologist. Method Students shadowed speech-language pathologists for a half-day at 4 different medical locations throughout the program. Forty-two students filled out pre- and postorientation surveys detailing their experiences and learning outcomes. Results An analysis of pre–post surveys indicates that students perceived a gain in working knowledge of several key areas, including assessment protocols, job demands, documentation, and interprofessional collaboration. Students also reported that the experience allowed them to make an informed choice regarding the type of externship or job they wished to pursue in the future. Conclusion Students reported favorable outcomes as a result of this observational experience. Clinical exposure programs should be considered as a modality for learning for speech-language pathology students.

Assessment of knowledge and skills in information literacy instruction for rehabilitation sciences students: a scoping review.

ObjectiveThis scoping review investigates how knowledge and skills are assessed in the information literacy (IL) instruction for students in physical therapy, occupational therapy, or speech-language pathology, regardless of whether the instruction was given by a librarian. The objectives were to discover what assessment measures were used, determine whether these assessment methods were tested for reliability and validity, and provide librarians with guidance on assessment methods to use in their instruction in evidence-based practice contexts.MethodsA scoping review methodology was used. A systematic search strategy was run in Ovid MEDLINE and adapted for CINAHL; EMBASE; Education Resources Information Center (ERIC) (EBSCO); Library and Information Science s (LISA); Library, Information Science & Technology s (LISTA); and Proquest Theses and Dissertations from 1990 to January 16, 2017. Forty articles were included for data extraction.ResultsThree major themes emerged: types of measures used, type and context of librarian involvement, and skills and outcomes described. Thirty-four measures of attitude and thirty-seven measures of performance were identified. Course products were the most commonly used type of performance measure. Librarians were involved in almost half the studies, most frequently as instructor, but also as author or assessor. Information literacy skills such as question formulation and database searching were described in studies that did not involve a librarian.ConclusionLibrarians involved in instructional assessment can use rubrics such as the Valid Assessment of Learning in Undergraduate Education (VALUE) when grading assignments to improve the measurement of knowledge and skills in course-integrated IL instruction. The Adapted Fresno Test could be modified to better suit the real-life application of IL knowledge and skills.

Traumatic Brain Injury: Investigating Misconceptions among Graduate Students in Physical Therapy, Occupational Therapy, and Speech-Language Pathology

Traumatic Brain Injury: Investigating Misconceptions among Graduate Students in Physical Therapy, Occupational Therapy, and Speech-Language Pathology

Speech-language pathology Student Participation in Verbal Reflective Practice Groups: perceptions of development, value, and group condition differences.

Speech-language pathology Student Participation in Verbal Reflective Practice Groups: perceptions of development, value, and group condition differences.

Effect of control samples and listener attributes on speech naturalness ratings of people who stutter

PurposeSpeech restructuring treatment can effectively reduce stuttering but the resultant speech may sound unnatural. Martin et al. (1984) speech naturalness scale is widely used by clinicians and researchers, yet little is known about whether including normally fluent speech samples alters the judgement of the naturalness of speech samples of people who stutter, and whether attributes of listeners – specifically training and sex – influence ratings. MethodsIn this study 20 untrained listeners (male and female) and 19 speech language pathology students (female only) rated either the naturalness of 21 speech samples from adults who stutter obtained post-treatment, or the same 21 post-treatment samples randomly mixed with samples of 21 samples from normally fluent speakers matched for age and sex. The independent variables were sample composition (addition of fluent controls) and listener training. The dependent variable was listener naturalness rating. ResultsA two-factor ANOVA with listener training and sample composition as independent variables and naturalness ratings as the dependent variable was performed. Untrained listeners rated samples as significantly less natural than trained listeners. The addition of control samples did not significantly impact scores assigned to post-treatment samples. A comparison of male and female listeners was completed using the Mann Whitney U Test. A significant group difference was observed with female listeners rating the samples more leniently (more natural) than male listeners. ConclusionBased on this preliminary research, the addition of controls does not appear necessary in evaluating speech naturalness, however the composition of the listener group may affect results.

The Effects of Self-directed Learning Program for the Language Rehabilitation Field Practice of Speech-Language Pathology Students

The Effects of Self-directed Learning Program for the Language Rehabilitation Field Practice of Speech-Language Pathology Students

Changes in Speech-Language Pathology Students' Attitudes Toward Breastfeeding During a Pediatric Dysphagia Course.

Speech-language pathologists provide infant feeding assessment and intervention; their training in breastfeeding management is highly variable. Research aim: The purpose of this study was to evaluate student attitudes toward breastfeeding and self-identified factors in attitude change. Before and after their course in pediatric dysphagia, two cohorts of graduate students in speech-language pathology ( N = 36) completed an assignment designed to capture qualitative and quantitative data on changes in their attitudes toward breastfeeding. Students rated their reactions to two hypothetical breastfeeding scenarios before and after the class, which included multiple sources of information on the importance of human milk and on breastfeeding management. Additionally, they completed a postclass reflection describing the nature of any changes in their attitudes toward breastfeeding and their ideas about the factors that were responsible for these changes. Nonparametric statistical tests were used to assess quantitative results; the qualitative data were evaluated via content analysis to identify themes. Significant positive changes in student attitudes were measured at the completion of the course. Students identified parents' stories as a particularly compelling component of their increased openness to breastfeeding. Attitudes toward breastfeeding may improve significantly over a relatively short period of time following a targeted intervention. Implications for lactation consultants and continuing education providers are discussed.

Impact of Performance Feedback in Family-Centered and Culturally Responsive Interview Instruction.

Conducting culturally responsive and family-centered diagnostic interviews is an important part of speech and language services. However, there is limited information on the effective ways to teach speech-language pathology graduate students to acquire these skills. The purpose of this study was to examine the effect of performance feedback on graduate students' use of ethnographic principles, open-ended questions, and restating and summarizing comments in caregiver interviews. A randomized controlled crossover design (n = 26) was used to examine the differential effects of students receiving performance feedback or general feedback on role-play interviews. Ethnographic principles, open-ended questions, and restating and summarizing comments were measured at 3 time points: after class instruction (Groups 1 and 2), after the first feedback type allocation (Group 1: performance feedback; Group 2: general feedback), and after the second feedback type allocation (Group 1: general feedback; Group 2: performance feedback). Statistically significant increases, with large effect sizes, were found in students' use of ethnographic principles, open-ended questions, and restating and summarizing comments following the performance feedback conditions. These findings suggest that performance feedback is an effective and efficient instructional procedure to increase culturally responsive and family-centered interview skills through an ethnographic interview approach in preservice speech-language pathology students.

Personality and Specialty Choice in Speech-Language Pathology Students

The role of personality in specialty choices of speech-language pathology (SLP) students was examined. Specialty choices were obtained using a demographic questionnaire, and personality was measured with the Multidimensional Personality Questionnaire (MPQ) in an electronic survey. The personalities of SLP students were compared to students in nine educational majors using Hotelling’s T2-test analyses. Multivariate analyses of variance were conducted to evaluate the effects of the 11 primary personality traits on age and setting choice. SLP students were found to significantly differ from the nine examined majors in the MPQ primary traits—social potency, alienation, aggression, harm avoidance, and control. Students were found to be organized, trusting of peers, nonaggressive, and harm avoidant when compared to other student groups. Personality traits did not significantly contribute to age or facility choice, and the degree of variance in the responses may indicate that a variety of personality types can thrive within the field.

Assessing and developing the written reflective practice skills of speech-language pathology students

Purpose: Written reflective practice aims to support critical thinking and problem solving skills in speech-language pathology (SLP) clinical education programmes. Yet, there has been limited investigation of students’ development of written reflective practice skills over time and during a real-time clinical experience. The purpose of this study was to investigate students’ development of breadth and depth of written reflective practice across a six-week clinical experience.Method: Participants were 59 undergraduate and 14 postgraduate SLP students. Participants wrote critical reflections describing an interaction with a client/s at the conclusion of weeks two, four and six of their clinical experience. Formative feedback was provided after each submission. Breadth and depth of reflection were coded using a modification of Plack et al.’s coding schema.Result: There was a statistically significant association between time and likelihood of development of breadth of reflection for the elements process and content. Depth of reflection improved significantly across time. The majority of participants were classified as "reflectors" or critical reflector at the conclusion of the study.Conclusion: SLP students can make significant improvements in both breadth and depth of written reflective practice over a six-week period. Implications for clinical teaching are discussed.