Speech-language Pathology Students Research Articles

Speech-language pathology students' perceptions of simulation-based learning experiences in stuttering.

Research suggests that some speech-language pathologists are uncomfortable treating people who stutter. Accessing quality clinical education experiences in stuttering is difficult given the ongoing rise in students enrolled in speech-language pathology programmes and the limited number of stuttering-specific placements available. Simulation-based learning is a viable option for providing speech-language pathology students with practical experience in a safe learning environment. Whilst research has found that simulation-based learning experiences in stuttering assist in the development of students' clinical skills, students' perceptions of participating in stuttering simulation-based learning are yet to be explored. To investigate speech-language pathology students' comfort, anxiety, knowledge and confidence in the management of stuttering at the commencement of an academic stuttering course and before and following participation in a stuttering simulation-based learning programme. This study used a cross-sectional survey design. Participants were 105 undergraduate and graduate entry masters speech-language pathology students enrolled at an Australian university. Students engaged in a stuttering simulation-based learning programme embedded within an existing academic course on the management of stuttering. A purposefully developed survey was administered at three time points: pre-course (T1), pre-simulation (T2) and post-simulation (T3) in order to explore students' comfort and anxiety levels, and perceptions of their knowledge and confidence in stuttering management. Descriptive statistics were used to report the medians and range of students' responses. Changes across all time points and between each of the time points were determined using the Friedman test and the Wilcoxon signed rank test, respectively. Statistically significant differences (p < 0.001) were observed on all matched survey items (n = 96) across all time points. Between each time point, a significant difference in students' perceived knowledge levels was found with small to large effect sizes. However, there was no difference in students' perceived comfort and anxiety levels between the time points of pre-course and pre-simulation. Open-ended responses on the post-simulation survey revealed that students valued learning about stuttering within a simulation-based learning environment. Simulation-based learning experience in stuttering management was valued by students. When accompanied by theoretical content, participation in a stuttering simulation-based learning programme supported students to feel more comfortable and less anxious about working with people who stutter. This finding has implications for the development of clinical skills in the assessment and treatment of adults who stutter. What is already known on this subject Simulation is a teaching approach used within speech-language pathology to support the development of students' clinical skills. Simulation provides a safe learning environment for students, an opportunity for repeated practice and is valued by students. What this paper adds to existing knowledge This study explored students' perceptions of their comfort, anxiety, knowledge and confidence in working with people who stutter before and following participation in a simulation-based learning programme. It describes a stuttering simulation-based learning programme that can be embedded into speech-language pathology programme curricula. What are the potential or actual clinical implications of this work? The stuttering simulation-based learning programme detailed in this study can be applied and embedded in speech-language pathology curricula. It can be used to support the development of students' confidence in the assessment and management of stuttering.

Collaborative talk in healthcare interactions between students and people with aphasia.

People with language impairments are at a higher risk of receiving inappropriate or inadequate healthcare, often stemming from ineffective exchanges between patients and healthcare professionals. This study explores a possible factor in such exchanges: the use of collaborative forms of talk in interaction with people with aphasia. To investigate if and how collaborative forms of talk are used as a conversational resource in healthcare interactions by students and their effects on the acquisition of information from the patient. The transcripts of two simulated healthcare interactions between a man with aphasia and two students (i.e., a nursing student and a speech-language pathology student) were analysed through conversation analysis. The analysis aimed to locate instances of collaborative forms of talk, which included joint productions, acknowledgement tokens, reframing of questions, gesture, laughter and engagement with alternative communication methods. The analysis also tracked the progressivity of the interactions and information checking. The students engaged in a range of collaborative forms of talk, which aided the person with aphasia to participate more fully in conversation. However, some issues arose with progressivity, topic continuity and checking for understanding when turns were left incomplete, no candidate understandings were provided or no repair or joint production sequences were initiated. These occurrences may increase the possibility of misunderstandings or loss of important information. Communication training should include conversational strategies that help to promote collaboration, focusing on enhancing the ability to perceive, and attend to collaboration requests. Training also should help trainees to find ways to frequently check understanding. What is already known on the subject People with language impairments, including those with aphasia, face important challenges when communicating with healthcare professionals and are often at risk of receiving inadequate care as a consequence. While it is known that some of the causes of such communicative issues may be tied to limited time availability on the part of healthcare professionals, the exclusion of spouses from interactions, and lack of communication training, it remains unclear whether these issues influence the use of collaborative forms of talk on the part of providers in interaction with people with aphasia. What this paper adds to existing knowledge Healthcare students seemed to be able to engage in a variety of collaborative forms of talk even without formal communication training. However, some issues arose with progressivity, topic continuity and checking for understanding when turns were left incomplete, no candidate understandings were provided, or no repair or joint production sequences were initiated. These occurrences may increase the possibility of misunderstandings or loss of important information in these crucial interactions. Influencing factors may include the nature of institutional interactions, speaker unfamiliarity, concerns about speaking for patients and lack of training. What are the potential or actual clinical implications of this work? Potential clinical implications for communication training include the need to implement modules or activities which increase trainees' ability to perceive and attend to collaboration requests (i.e., pauses, gestures, gaze, etc.) and to frequently check understanding.

Providing Aphasia Therapy Across Health Care Settings: Clinical Simulation in the Academic Classroom

Purpose The purpose of this study was to examine whether a free, video-based simulation activity implemented in a first-year graduate speech-language pathology class would improve students' confidence with assessment and treatment of persons with aphasia across health care settings. Method Assessment of a fictional patient with aphasia was presented for four settings: acute care, inpatient rehabilitation, home health, and outpatient rehabilitation in video format. Goals were written collaboratively, and therapy techniques were practiced in small groups with direction from clinical instructors. Pre- and posttests assessed change in students' confidence with assessment and treatment of patients with aphasia across health care settings. Students also listed the factors a speech-language pathologist should consider that would impact a patient's functional rehabilitation in any health care setting. Results Students' confidence improved from pre to post for each clinical skill and health care setting presented in the simulation activity. The simulation activity did not, however, affect the speech-language pathology students' ability to identify factors that would impact a patient's functional rehabilitation across health care settings, such as patient motivation and comorbidities. Conclusion Overall, the results suggest that a free, accessible video-based simulation can be used to facilitate student learning, when challenges such as cost and accessibility limit the use and implementation of simulation and standardized patient experiences in university settings.

A User's Guide for Understanding and Addressing Telepractice Technology Challenges via ZOOM

Purpose Telepractice has been used as an alternative service delivery model in speech-language pathology across various settings and the scope of practice. Despite its utility and increasing demands resulting from the COVID-19 global pandemic, some clinicians and clients continue to report apprehension to adopting telepractice service delivery model due to discomfort with technology. Among currently available telepractice platforms, “ZOOM” is one of the popular platforms among speech-language pathologists (SLPs) in the United States because of its usability and subscription cost. However, many challenges have been experienced by clinicians and clients when ZOOM is used. The purpose of this article was twofold. The first goal of this article was to address barriers and challenges to implement successful telepractice SLP services. The second goal of this article was to develop four step-by-step troubleshooting manuals (one for client and one for clinician in both English and Spanish) to enhance its utility for users. Conclusion Preliminary qualitative data showed that the manuals developed by the authors were useful and functional for graduate SLP students. Supplemental Material https://doi.org/10.23641/asha.14044091

Facilitators of and barriers to clinical supervision of speech-language pathology students in South Africa: A pilot study

Background. Clinical supervision plays a fundamental role in maintaining professional standards when training students of professional degrees at a university undergraduate level. Objective. To describe the perceptions of clinical educators regarding the facilitators of and barriers to learning when training undergraduate speech-language pathology students in underserved and under-resourced clinical contexts in Gauteng, South Africa. Methods. A qualitative approach, using a focus group discussion, was employed. Data were gathered from 8 clinical educators regarding their experiences of supervision of students. Themes were identified and analysed using thematic analysis. Results. Themes generated revealed that there were barriers in supervision due to attitudes of student clinicians, clinical educators’ preparedness and infrastructure at clinical sites. Facilitators of the supervisory process were identified as feedback from student clinicians and support given by the department to clinical educators. Conclusion. These findings suggested that clinical educators require additional time, support and training to assist them with clinical supervision. As clinical supervision is fundamental to the speech-language pathology curriculum and student experience, its value should not be underestimated. These findings contribute to the process of transforming the effectiveness of clinical supervision.

Speech and language interventions for stroke-induced aphasia

The aim of the present study was to investigate whether the use of video recordings of interactions involving persons with aphasia and speech-language pathology students enhance students’ competence as conversation partners of people with communicative disabilities. A further aim was to explore the experiences and perspectives from the viewpoint of both participating students and persons with aphasia. Six persons with aphasia met 34 speech and language pathology students in pairs for 10 minutes of conversation. The video recordings were transcribed, in order to identify phenomena influencing the interaction. The students answered a questionnaire about the assignment. A semi-structured group interview with the aphasic individuals was conducted. The analyses of the conversations and the answers to the questionnaire revealed that the students gained important knowledge both on how aphasia may affect and limit aphasic individuals’ communicative activity and participation, and hands-on insights into how different interactional strategies may enhance aphasic individuals’ possibilities in interaction, but also highlighting behaviors that may be less beneficial. The persons with aphasia perceived the activity as important and rewarding. The results demonstrate the benefits of involving patients in health education and the students’ use of video recordings, transcriptions, and subsequent analysis.

Effect of Training With Anchors on Auditory-Perceptual Evaluation of Dysphonia in Speech-Language Pathology Students.

Purpose Auditory-perceptual evaluation is essential for the clinical assessment of voice disorders. Unstable perceptual voice evaluation has been shown for inexperienced listeners as compared to expert listeners. We examined the effects of perceptual training with external auditory anchors with and without immediate feedback on the evaluation of roughness and breathiness of natural, nonsynthesized speech stimuli (reading of a standard passage) in speech-language pathology students. Method Perceptual voice evaluation and training with anchors using a visual analog scale was implemented with a computer software. Forty-eight speech-language pathology students were randomly assigned into three groups, feedback group (Group F), no feedback group (Group NF), and control group (Group C), attending one training session and four assessment sessions (before training, immediately after training, and 1 and 7 weeks after training). Group F received training with anchors with immediate feedback, Group NF received training without immediate feedback, and Group C received sham training (exposure session). Results Training with anchors significantly increased the rating accuracy (agreement with expert ratings) on both roughness and breathiness for Group F, with the effects lasting for 7 weeks. No significant changes in rating accuracy with training were observed for Group NF and Group C. No improvements in intra- and interrater reliability as well as intrarater agreement were observed in all three groups, whereas interrater agreement on breathiness (but not roughness) significantly increased for all groups, with the effect lasting for 7 weeks only for Group F. Conclusions These findings suggested that perceptual training with external auditory anchors and the use of immediate feedback could be effective for facilitating the development of perceptual voice evaluation skills in speech-language pathology students. Further studies involving more extensive training with stimuli covering a full range of dysphonia severity categories and improvements in design of the training protocol are recommended to verify these results.

A scoping review of predictors of speech-language pathology student success

ABSTRACT Successful completion of their degree is important for both speech-language pathology (SLP) students and their university program. One way of supporting students to achieve the required level of competence would be the early identification of students most in need of additional support. Little is known about predictors of speech-language pathology student success. This paper describes a scoping review aiming to identify the range of factors known to contribute to SLP students’ performance in their degree programs. Astin's Input-Environment-Outcome model (1991) was used as a conceptual framework. Four databases were searched, as were references and citations of identified papers. Peer reviewed papers, theses and conference presentations were included. Twenty-one papers and theses from four countries were reviewed. A range of admission criteria and during program factors predict SLP student outcomes during their programs, including discipline understanding, academic skills and test-taking ability. SLP students’ discipline knowledge, academic skills and standardized test taking ability can predict their success in their prequalification degree. Identifying students less likely to succeed would allow them to seek support as early as possible and assist educators to provide that support.

COVID-19 Modifications to a Service-Learning Project Designed to Prepare Special Education Students to Be Effective Participants in Transdisciplinary Collaborations

This research study examined the impact of COVID-19 on university students’ perceptions about the effectiveness of a community-based service-learning project designed to prepare graduate students in special education and undergraduate students in psychology and speech-language pathology to work in transdisciplinary teams in early childhood settings. Students were placed into transdisciplinary teams and assigned to one of two community-based early childhood programs to administer a universal screening tool that assessed young children in several domains. The project was in its sixth year when the country stood still because of the COVID-19 pandemic. The project was re-envisioned, mid-course, to provide an equitable and rigorous assignment for students who were unable to complete the original assignment due to the lockdown. Student perceptions were compared, pre and post COVID; subsequent results are discussed in alignment with the original four goals of the project. Additionally, suggestions are posed to position this service-learning assignment for remote delivery should the pandemic persist to disrupt higher education.

Identifying Clinical Behaviors Using the Motor Learning Classification Framework: A Pilot Study

Although differences in clinical interactions with patients between students and experienced clinicians are well described, differences in therapeutic training behaviors have not been explored, especially in relation to motor learning principles. This pilot study compared clinical behaviors between speech language pathology (SLP) students and experienced SLPs in a voice therapy task, using prepractice variables in the Motor Learning Classification Framework (MLCF). Using a quasi-experimental design, five final-year undergraduate SLP students and four experienced SLPs with a voice therapy caseload taught a standardized patient to produce a vocal siren. Two trained raters categorized the clinicians' behaviors using the MLCF. High intrarater reliability (91.9%, 92.3%) and interrater reliability (89.6%, 82.1%) were shown across both raters. Both clinician groups used the same percentage of behaviors classified as verbal information but differed in the subtypes of these behaviors. Experienced clinicians used behaviors categorized as problem-solving and only experienced clinicians used repeated behavior sequences that included perceptual training. Both groups used significantly more talking behaviors than doing behaviors. The MLCF can be reliably used to identify prepractice behaviors during client interactions in voice therapy. Students and experienced clinicians showed similarities in behaviors, but experienced clinicians used more problem solving and perceptual training behaviors than students. These differences have implications for student training. The greater use of talking behaviors than doing behaviors warrants further investigation into whether this impacts the subsequent quality of practice engaged by the client and ultimately treatment effectiveness.

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

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.

Interprofessional Education and Practice: Perspectives from Students in Speech-Language Pathology and Recreational Therapy

Interprofessional education and practice (IPE/IPP) are important components for undergraduate and graduate students to experience during their programs of study in speech-language pathology and related health professions. The American Speech-Language Hearing Association (ASHA) is a member organization of the Interprofessional Education Collaborative (IPEC) which promotes four core competencies required for effective practice: values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork. The purpose of this study was to gather the lived experiences from eight pre-professional students, four from speech-language pathology (SLP) and four from recreational therapy(RT), during focus groups and discussion forums conducted before, during, and after a 14-week IPE/IPP clinical experience. Students shared perspectives about providing collaborative therapy services as part of a team supporting adults with stroke or other acquired neurological conditions. Thematic analysis conducted from pre and post focus group transcripts revealed six primary themes: roles and responsibilities; interprofessional communication; collaborative teamwork; values and mutual respect; challenges to IPE/IPP; and benefits &amp; impact of IPE/IPP. Students shared their clinical experiences engaging with students from SLP and RT, but also working with students from physical and occupational therapy. The qualitative data from this study provides important information to assist future students, educators, and clinical supervisors how to effectively access and engage in IPE/IPP learning experiences with a specific focus in the areas of teamwork, leadership, and conflict resolution.

A Pilot Study Investigating the Effect of the Supervision-Questioning-Feedback Model of Supervision on Stimulating Critical Thinking in Speech-Language Pathology Graduate Students

Purpose The purpose of this study was to investigate the effect of the supervision-questioning-feedback (SQF) model of supervision on critical thinking in graduate students studying speech-language pathology. The researchers hypothesized that students who were provided with the SQF model of supervision would score higher than students who received the non-SQF (NSQF) style of supervision on the selected critical thinking measures. Method Seventeen out of 24 first semester graduate students in speech-language pathology completing their on-site university-based clinical practicum experience consented to participate in the study. Of the 17 participating first semester students, 9 were randomly assigned to 1 of 3 SQF trained supervisors, and the other 8 were randomly assigned to 1 of 2 NSQF trained supervisors for the duration of 1 semester. Additionally, 3 out of 24 fourth semester graduate students completing their off-site externship experience and their supervisors consented to participate in the study. Four additional study participants served as independent SQF-trained raters charged with the task of analyzing video recorded student-supervisor conferences to determine whether the SQF model of supervision was being implemented. Prior to and at the conclusion of the clinical experience, all participating students completed two measures of critical thinking: (1) California Critical Thinking Skills Test (CCTST) and (2) two Simucase® clinical simulations. At the conclusion of the clinical experience, seventeen out of 20 participating students (11/12 SQF students and 6/8 NSQF students) completed a post-survey rating their supervisory experience . Results For participating first semester students, there were no overall statistically significant differences between SQF and NSQF groups as measured by pre to post completion of (1) CCTST (p=.544) and (2) two Simucase® clinical simulations (p=.781). The 3 participating fourth semester students who received the SQF model of supervision also showed no statistically significant differences on pre to post completion of the (1) CCTST (p=.827) and (2) two Simucase® virtual cases (p=.879). Results from SQF ratings revealed variability in the implementation of the SQF model across supervisors with a moderate level of inter-rater agreement. Results from post surveys completed by students showed that students preferred the SQF model of supervision over the NSQF model (p=.044). Conclusion Results from this preliminary study indicated that the SQF model did not influence the overall outcomes on the selected critical thinking measures. Student preference for the SQF model may support existing evidence that learning clinicians want to be actively engaged in the supervisory process. There were several limitations to this study including the small sample size, variability in the implementation of the SQF model across supervisors, sensitivity of the selected critical thinking measures, and timing of post-intervention procedures. Further investigation of the effects of SQF on students’ critical thinking is warranted.

Interprofessional Experience for Future Education Professionals: School Psychology and Speech-Language Pathology Students

Educational training programs are tasked with addressing potential barriers to interprofessional practice through experiences that promote interprofessional collaborations. The present study of interprofessional experiences (IPE) had both research and pedagogical purposes. The research purpose was to describe graduate student self-perceptions related to interprofessional teaming/collaboration before and after an IPE involving two educational training programs, school psychology and speech-language pathology. The pedagogical purpose was to convey a detailed description of a case-based IPE offered as a course assignment and offer implementation suggestions. Participants in this course-based IPE were 109 students in the school psychology and speech-language pathology graduate programs at a medium-sized midwestern university over a four-year period. Students in both programs engaged in the IPE as part of a graded class assignment involving case studies. Pre- and post-IPE surveys were used to determine changes in students’ perceptions of their own profession and training, others’ professions, and collaboration and teaming. Results indicated that the perception of students from both programs significantly improved following the IPE. Improved perceptions of collaboration, teaming, and one another’s professions were sustained over four years of implementation. Implications for research, practice, and training are discussed.

Implementing a Mindfulness Program for Graduate SLP Students at a Hispanic-serving Institution

The purpose of this study was to add participant racial/ethnic diversity to the growing body of literature on the implementation of mindfulness programs in speech-language pathology curriculum. A sample of 31 graduate speech-language pathology students enrolled at a Hispanic-serving institution, whereby 87% identified as Hispanic/Latinx, participated in eight weekly mindfulness sessions. At the end of the final session, students completed a six-question survey. Two questions that generated student feedback on the program's structure were analyzed for the purposes of this pilot study using descriptive statistics and thematic analysis procedures. Preliminary results revealed that students valued breathing techniques, ambiance, and music more than other elements of the mindfulness program. Program scheduling, structure, and aspects of content were cited as components to be modified for future program offerings. Implications for incorporating activities that allow for regular, anonymous feedback from students throughout the program has the potential to optimize the overall experiences for students across disciplines and cultures.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Student-Reported Attitudes during an Interprofessional Palliative Care Learning Experience: Implications for Dual-Professional Identity, Interdisciplinary Bias, and Patient Outcomes.

Background: The geriatric population in the United States is in need of palliative care (PC), yet it is not consistently established in the curriculum across health care training programs. There is a clarion call to reform the education of health care students using interprofessional education (IPE). The Joint Commission reported that communication errors represent two-thirds of the causes behind provider sentinel events in health care.Objective: The purpose of this study was to design, implement, and assess an IPE curriculum on PC to understand interprofessional student attitudes.Design/Setting: Three professors conducted a mixed-methods study at a California university involving an IPE PC event for 40 nursing and speech-language pathology students, and administered the Interprofessional Attitudes Survey (IPAS) and reflective questions.Results: Qualitative findings indicated that students increased their knowledge about PC and the purpose/value of IPE. Four out of the five IPAS subscales had positive outcomes: teamwork and roles/responsibilities, patient-centeredness, diversity/ethics, and community-centeredness. Interprofessional-biases subscale revealed that 33% of the participants reported biases toward students from other health care disciplines, and 35% reported that students from other health care disciplines held similar biases toward them. However, only 25% did not believe that the interdisciplinary biases interfered with patient outcomes.Conclusion: The study identified the existence of interprofessional biases and prejudices that may impede collaboration among health care professionals resulting in reduced health care outcomes. Faculty and health educators are encouraged to embed IPE into a multidisciplinary curriculum that dismantles preexisting interdisciplinary biases and stereotypes, and constructs dual-professional identity. IRB ID #904203-1

Best Practices for Integrating a Multidisciplinary Approach in a Pre-Professional Global Health Learning Experience

The purpose of this qualitative phenomenology study was: (1) to explore the experiences of speech-language pathology instructors when preparing speech-language pathology students for an international global health experience; (2) to examine opportunities, challenges, and practices associated with preparing speech-language pathology students for a global health experience.

The effect of simulation learning on audiology and speech-language pathology students’ self-confidence related to early hearing detection and intervention: a randomized experiment

ABSTRACT The use of simulation in audiology (AUD) and speech-language pathology (SLP) fields is less than its use in other health professions. This study aimed to examine the effect of the use of simulation training sessions versus video simulation case scenarios on AUD and SLP undergraduate students’ confidence in knowledge and professional competencies of the 1–3–6 early hearing detection and intervention (EHDI) timeline. A randomized pretest-posttest control group study design was used to assess self-ratings of confidence for specific knowledge and professional competencies. Thirty-four undergraduate students (AUD = 24; SLP = 10) participated in this study. The mean age of the participants was 20.09 years (SD = ±0.79, range: 19–21 years). All AUD and SLP participants attended a lecture and then were divided into two groups: the experimental group had simulation activities, while the control group watched video-recorded scenarios followed by a discussion session. Statistically significant differences (improvements) of students’ confidence in knowledge and professional competencies were detected in both groups. The mean difference between pre- and post-test scores for the experimental group was 0.59 (p < 0.001), and it was 0.91 (p < 0.001) for the control group. The use of simulation training sessions or video simulation case sceneries can facilitate student learning. Video simulation case scenarios are feasible for teaching the 1–3–6 EHDI timeline and offer similar situations to simulation training sessions. AUD and SLP programs are encouraged to use both teaching methods.

임상실습에서 언어치료 전공 학부생들의 슈퍼바이저에 대한 기대

임상실습에서 언어치료 전공 학부생들의 슈퍼바이저에 대한 기대