Speech-language Pathology Students Research Articles

Emerging Professional Identity Formation: Exploring Coloniality in the Rehabilitation Professions

This paper explores professional identity formation in undergraduate education. The paper positions professional identity formation within coloniality. A qualitative case study was conducted using critical theory as a guiding conceptual framework. Data collection included document reviews, observations and arts-based research methodologies. We present a case study of a speech-language pathology student, Aqueelah, transitioning from a traditional clinical placement to a learning site which encourages the development of an emerging practice. The paper focuses on how Aqueelah forms her emerging professional identity through her learning. We foreground the concept of “centring the self” as essential in developing patient-centred care and challenge coloniality of being embedded in clinical education. The paper argues that liminal spaces are necessary to allow students to explore different ways of thinking and doing to support new ways of being. The paper advocates for arts-based methodologies and critical reflection as essential pedagogic tools in shaping professional identity.

A cost analysis of a 5-day simulation-based learning program for speech-language pathology student training

Purpose: There is poor reporting of the cost of simulation and greater transparency is needed. The primary study aim was to conduct a financial analysis of the university/training institution costs associated with a 5-day simulation-based learning program for speech–language pathology students. The secondary aim was to consider the economic costs of the model. Method: Costs associated with the delivery of a 5-day simulation-based learning program for speech–language pathology students from six Australian universities were collected regarding: (a) pre-program training, (b) personnel, (c) room hire, (d) equipment, and (e) consumables. Both financial costs and economic costs (Australian dollar, at June 2017) were calculated per university site, and per student. Result: The simulation program was run 21 times involving 176 students. Average total financial cost per program ranged from $4717 to $11 425, with cost variation primarily attributed to local labour costs and various use of in-kind support. Average financial cost per student was $859 (range $683–$1087), however this was almost double ($1461 per student, range $857–$2019) in the economic cost calculation. Personnel was the largest contributing cost component accounting for 76.6% of financial costs. Personnel was also the highest contributing cost in the economic analysis, followed by room hire. Conclusion: This study provides clarity regarding financial and economic costing for a 5-day simulation-based learning program. These data can help universities consider potential up-front financial costs, and well as strategies for financial cost minimisation, when implementing simulation-based learning within the university context.

Students' experiences of using a writing-intense programme to facilitate critical thinking skills on an online clinical training platform: A pilot study.

BackgroundCoronavirus disease 2019 (COVID-19) and the subsequent lockdown altered traditional clinical training for speech language pathology students, thus forcing training institutions to implement innovative and responsive clinical training strategies in the midst of the pandemic. As such, a writing-intense programme was piloted in an online clinical training programme with second-year speech language pathology students.ObjectivesThis study explored speech language pathology students’ experiences with a writing programme used during an online clinical training programme implemented during the COVID-19 pandemic.MethodThe study used a qualitative survey design. Purposive convenient sampling was used to recruit 29 second-year speech language pathology students. Online student reflections guided by 10 open-ended questions were used to elicit responses from students. Data were analysed using deductive thematic analysis.ResultsFindings revealed that the written component of the programme facilitated the acquisition of clinical knowledge and improved clinical processes of writing among students. Feedback that students received on their written tasks improved learning. The clinical component of the course enabled students to learn in a less stressful environment and helped them gain confidence in their knowledge and clinical skills. Connectivity challenges and the lack of motivation from some students negatively impacted the programme.ConclusionUsing a writing programme to clinically train students can have positive effects in applying theory to clinical application because it affords students time to consolidate and process theory with practice as the jump from first year to second year can be cognitively taxing. A writing-intense programme can also improve students’ writing skills.

Understanding the Experiences of Students Within Doctor of Speech-Language Pathology Programs: Perceptions About Their Educational Experiences

Purpose: The purpose of this study was to investigate the experiences of doctor of speech-language pathology (SLPD) students and graduates related to their engagement with the SLPD application process, their career goals and outcomes, and their general reflections regarding their decision to pursue the SLPD degree. Method: One hundred seven current students and alumni from SLPD programs completed a survey regarding their motivations and goals for applying to an SLPD program, experiences during the application process, the advantages and disadvantages of the SLPD degree and individuals' specific programs, and the impact of acquiring this degree. Recruitment efforts included contacting program directors and posting to national social media sites. Results: Survey results suggested that the majority of respondents felt that the SLPD degree is a good fit for working speech-language pathologists (SLPs) who are motivated to further their education and that there is the potential to expand clarity and communication related to the purpose of the SLPD degree. Conclusions: The SLPD degree offers SLPs the flexibility to continue full-time work while deepening their knowledge and expertise in communication sciences and disorders. Increasing messaging by key stakeholders related to career outcomes would be beneficial. Supplemental Material: https://doi.org/10.23641/asha.20372331

Exploring the online learning experience of first-year speech-language pathology students in a Johannesburg-based university.

BackgroundUnderstanding the learning experiences of first-year speech–language pathology (SLP) students during the coronavirus disease 2019 (COVID-19) pandemic is essential to ensure that academic staff are able to support and enhance the transition from secondary to tertiary education. An understanding of the student experience could lead to improved support strategies that could be beneficial for the blended learning environment that the University of the Witwatersrand will be entering from 2022.ObjectivesThis research explored the experiences of first-year SLP students in online learning during the COVID-19 pandemic.MethodAn exploratory mixed-method concurrent triangulation design was employed. Quantitative data were collected from likert scales. Qualitative data were collected from critical incident timelines. Themes were identified from both the Likert scales as well as the critical incident timelines using bottom-up thematic analysis.ResultsThe majority of participants reflected that their online learning through the pandemic in 2021 was successful. The themes that emerged from this year pertain to 2021 and the specific participants however, it provides an important insight that the students’ needs change during a year. As a lecturer, one needs to consider these evolving needs to ensure students have the support that they require to be successful in their learning.ConclusionThis research provided insights into the evolving nature of the support first-year SLP students require in the online learning space during the COVID-19 pandemic.

How Collaboration Between Private Practice and University Programs Can Benefit You

Successful private practice owners recognize the need to offer more than a device. Providing a patient experience that cannot be replicated by an online, retail, or big-box provider is essential for today’s private practice. Providing an aural rehabilitation program is one way to add value to the patient experience. However, having the resources such as time, space, and energy to implement on your own is unlikely.www.shutterstock.com.We found a collaboration between private practice and a university program to be the answer. Combining an academic and research background with a patient-centered, service-oriented, business-focused background turned out to provide the framework, innovation, and resources that benefitted both collaborators. Our goal in designing and implementing this program was to provide a community program for adult learners that also served as an instructional opportunity for graduate students. We designed the materials to be accessible and reproducible for other university programs and private practice partnerships. As a private practice owner, the recognition that the program granted me as the hearing expert in the community resulted in extremely effective marketing. The participants were the most successful hearing aid users for the following reasons: they were eager and enthusiastic advocates of hearing healthcare because of the knowledge gained in our seminar; they had a solid understanding of the expectations for a device; they were eager and prepared to implement the communication strategies taught; and they saw the importance of seeking help from an audiologist. Not only were they now part of the practice, but these participants also helped spread the word in the community. They could not wait to share their new knowledge with others. This organic, enthusiastic, and earnest marketing led to qualified and educated referrals who were all successful hearing aid users. THE APPROACH We, a private practice owner and a university assistant professor, designed and led a four-part seminar that met once a week for 90 minutes for four weeks. The participants were members of the university campus’s lifelong learning program. The program was offered twice a year. We started this program through in-person classes before transitioning to an online format very effortlessly during the COVID-19 pandemic. We typically had 10 older-adult participants in our seminar, and classes were held in a large room in the on-campus speech and hearing clinic. A PA system and a large display monitor were used to increase accessibility. Masters in speech-language pathology students led small breakout sessions on lipreading, clear speech, communication strategies, and auditory training following the lecture. Our lecture topics included hearing loss, how we hear, audiogram interpretation, tinnitus, auditory training, psychosocial exercises, expectations for hearing aids, ototoxicity, hearing aids, assistive technology, smartphone apps, over-the-counter devices, and how to choose an audiologist. We also provided training on strategies for communicating with a hearing loss and facilitated discussions that resulted in group dynamics and sharing of shared experiences that were powerful to witness for the students and participants. THE BENEFITS Benefits to private practice audiologists This program established the private practice audiologist as an expert in aural rehabilitation, setting the practice apart from others who offered only a device. The increased visibility led to new referrals. These referrals were more likely to be satisfied and successful because they embraced the limitations of their devices. Seminar participants took responsibility for implementing communication strategies rather than blaming the audiologist or hearing devices. Benefits to a university program Seeking experiential opportunities for students as they explore career interests or enroll in classes is an ongoing process. The seminar provided a unique experience for students to participate and help facilitate the sessions. The participants enjoyed hearing about the students’ studies, relating them to fellow lifelong learners. Students applied what they learned in their introductory AR course in one-on-one and small group work. They had positive reflections on their experiences, as the interactions gave them insight into interacting with older adults with hearing loss. A SUCCESSFUL COLLABORATION Working together, we considered the program successful. It met the participants’ needs, provided a hands-on training opportunity for students, and established the private practice owner as an expert in the community. This mutually beneficial collaboration resulted in highly qualified new referrals for the private practice and a rich experience in creating and delivering content for students. Offering aural rehabilitation in a scalable format that was readily available and reproducible resulted in a benefit to the university students and in the organic marketing of the practice with participants who were eager and enthusiastic advocates of the importance of hearing aids, understood the importance of regular use, expectations, implementation of strategies for hearing, and the importance of seeking health from an audiologist. These participants spread the word in the community, specifically to their friends and family, medical professionals, and personal physicians. This organic, enthusiastic, earnest marketing led to precious and educated referrals.

Implementing a Remote Synchronous Mindfulness Program for Master of Science in Speech-Language Pathology Students: Preliminary Findings

Purpose: The purpose of this study was to explore outcomes of a remote synchronous mindfulness program (RSMP) for Master of Science in Speech-Language Pathology (MS-SLP) students. Method: Twenty-nine MS-SLP students initially enrolled in the program and completed the pretest, which consisted of demographic questions, the Perceived Stress Scale (PSS-10), and open-ended questions about mindfulness. The posttest, which was completed by 26 participants, included the PSS-10 and additional open-ended questions. Data generated by three questions on benefits and challenges of the program were analyzed using thematic analysis procedures. Pre- and posttest PSS-10 scores for 24 participants were calculated and statistically analyzed. Results: Three major themes that arose from the pretest data question about expected benefits were “Stress Reduction,” “Mental and Physical Health Improvements,” and “Personal and Professional Development.” The posttest data, generated from an open-ended question about perceived benefits, gave rise to three themes: “Internal Growth,” “Calming Strategies,” and “Knowledge of Mindfulness Practice.” Posttest data about the challenges of practicing mindfulness yielded four themes: “Racing mind,” “Scheduling,” “Pervasiveness of anxiety and stress,” and “Finding a quiet place at home.” No statistically significant differences were found between the PSS-10 scores before and after participation in this study. Conclusions: These findings suggest that the MS-SLP students who engaged in the RSMP experienced comparable outcomes to communication sciences and disorders (CSD) students who participated in face-to-face mindfulness programs. Therefore, the remote modality may be a viable option for providing mindfulness practice as a mental health resource for CSD students.

Correlation Between a Self-Voice Assessment and Objective-Voice Evaluation Outcomes in Speech Language Pathology Students

The aims of this study is to explore the correlation between the Voice Disorder Index (VDI) score and acoustic and phonatory respiratory voice parameters in speech language pathology (SLP) students with and without self-perceived voice disorders. The Voice Disorder Index (VDI) and the Lingwaves 3 "Voice Protocol" were administered to each participant in order to assess his/her self-perceived severity of his/her voice problem, as well as, acoustic and phonatory respiratory measurements. The correlation coefficients were used to evaluate and quantify the degree of a linear relationship between VDI scores and acoustic and phonatory respiratory voice measures in students with and without self-perceived voice disorders. Relatively strong, strong and strong positive correlations were revealed when comparing the VDI physical subscale with the Dysphonia Severity Index (r(11)=0.56, P=0.048), mean loudness when reading in English (r(11)=0.70, P=0.008) and mean loudness when reading in Greek (r(11) =0.69, P=0.009) respectively. SLP students may be more aware of the impact of their laryngeal discomfort and voice output characteristics on their daily activities that can predict certain acoustic parameters than the emotional and functional impact on their daily activities.

Pilot study of online training modules to improve speech-language pathology students’ explicit syntax knowledge

Pilot study of online training modules to improve speech-language pathology students’ explicit syntax knowledge

Digital Health and Learning in Speech-Language Pathology, Phoniatrics, and Otolaryngology: Survey Study for Designing a Digital Learning Toolbox App.

BackgroundThe digital age has introduced opportunities and challenges for clinical education and practice caused by infinite incoming information and novel technologies for health. In the interdisciplinary field of communication sciences and disorders (CSD), engagement with digital topics has emerged slower than in other health fields, and effective strategies for accessing, managing, and focusing on digital resources are greatly needed.ObjectiveWe aimed to conceptualize and investigate preferences of stakeholders regarding a digital learning toolbox, an app containing a library of current resources for CSD. This cross-sectional survey study conducted in German-speaking countries investigated professional and student perceptions and preferences regarding such an app’s features, functions, content, and associated concerns.MethodsAn open web-based survey was disseminated to professionals and students in the field of CSD, including speech-language pathologists (SLPs; German: Logopäd*innen), speech-language pathology students, phoniatricians, otolaryngologists, and medical students. Insights into preferences and perceptions across professions, generations, and years of experience regarding a proposed app were investigated.ResultsOf the 164 participants, an overwhelming majority (n=162, 98.8%) indicated readiness to use such an app, and most participants (n=159, 96.9%) perceived the proposed app to be helpful. Participants positively rated app functions that would increase utility (eg, tutorial, quality rating function, filters based on content or topic, and digital format); however, they had varied opinions regarding an app community feature. Regarding app settings, most participants rated the option to share digital resources through social media links (144/164, 87.8%), receive and manage push notifications (130/164, 79.3%), and report technical issues (160/164, 97.6%) positively. However, significant variance was noted across professions (H3=8.006; P=.046) and generations (H3=9.309; P=.03) regarding a username-password function, with SLPs indicating greater perceived usefulness in comparison to speech-language pathology students (P=.045), as was demonstrated by Generation X versus Generation Z (P=.04). Participants perceived a range of clinical topics to be important; however, significant variance was observed across professions, between physicians and SLPs regarding the topic of diagnostics (H3=9.098; P=.03) and therapy (H3=21.236; P<.001). Concerns included technical challenges, data protection, quality of the included resources, and sustainability of the proposed app.ConclusionsThis investigation demonstrated that professionals and students show initial readiness to engage in the co-design and use of an interdisciplinary digital learning toolbox app. Specifically, this app could support effective access, sharing, evaluation, and knowledge management in a digital age of rapid change. Formalized digital skills education in the field of CSD is just a part of the solution. It will be crucial to explore flexible, adaptive strategies collaboratively for managing digital resources and tools to optimize targeted selection and use of relevant, high-quality evidence in a world of bewildering data.

Students Tele-All: Self-Efficacy and Self-Reflection as Measures of Student Success in Telepractice Training

With an increasing demand for telepractice services, the need for telepractice education is more important than ever. In addition to learning how to deliver these services, certain clinical and technological skills learned through telepractice apply more broadly to in-person care. Evaluating students’ abilities to master these skills is necessary to ensure clinical skill competence. We utilized self-efficacy ratings and self-reflections to determine student growth after hands-on telepractice training among nursing, occupational therapy, physical therapy, and speech-language pathology students. Students across disciplines demonstrated growth in all measured skill areas and reported overall increased confidence. Students with less prior telepractice experience reported greater increased confidence in seven measured competency areas than students with more prior telepractice experience. The number of completed sessions at the end of student placements was correlated with increased confidence for one measured skill area. Regardless of whether or not students had prior experience when starting their placement, as the number of telepractice sessions completed increased, thus did students’ confidence levels. The results of this study support telepractice as a viable clinical education tool for student growth and the use of self-efficacy and self-reflection as valuable tools for monitoring the effectiveness of telepractice clinical learning activities.

An exploration of speech and language pathology student and facilitator perspectives on problem-based learning online

ABSTRACT This mixed-methods study explored the perspectives of second and third-year Speech Language Pathology (SLP) students and facilitators on Problem-Based Learning (PBL) online. As a result of the COVID-19 pandemic, PBL was delivered online for the academic year 2020–2021 via a virtual learning environment. Forty-seven students and five facilitators completed an online survey designed to evaluate the quality of individual and collaborative learning in the PBL online context. All participants had experience of pre-COVID-19 face-to-face PBL. Thematic analysis and descriptive statistics were used to analyse qualitative and quantitative data, respectively. Demonstrated a preference from both students and facilitators to maintain PBL in a face-to-face format. Aspects of functionality offered by the virtual platform assisted in the PBL process, however technical and environmental barriers impeded virtual delivery. Responses suggest that the development of rapport and interactivity levels online are not equivalent to face-to-face PBL, and these factors were perceived by participants to negatively influence the learning process. Perspectives on the role of the facilitator online convey divergent views between second and third years which reflected a change in facilitator style to support more independent learning in line with students’ progression through the course. Our findings demonstrate that students and facilitators are open to future implementation of a blended model of PBL. Participants reported benefits such as reduction in indirect education costs and acquisition of a digital skillset. However, our study indicates a preference for enhanced social presence afforded by face-to-face PBL.

Empathy, Post-Stroke Aphasia, and Speech-Language Pathology Students

ABSTRACT Background Empathy is a multidimensional construct potentially important in communicating with an individual with aphasia and for students pursuing a career in speech-language pathology. Unfortunately, little is known about empathy towards someone with aphasia among the general public and speech-language pathologists. Aims The aims of the current study are to explore whether (1) prior knowledge of aphasia predicts state and dispositional empathy after viewing a video of an adult with post-stroke aphasia; (2) state and dispositional empathy differs between a group of individuals seeking a profession in speech-language pathology and those who are not; (3) state and dispositional empathy differ between speech-language pathology undergraduate and graduate students. Methods Two hundred-six participants viewed a video of a male with aphasia engaged in three language tasks and then rated themselves with the Batson Empathy Adjectives (BEA) and the Interpersonal Reactivity Index (IRI; empathic concern and perspective taking). Results State empathy is not influenced by prior knowledge, however, knowledge does predict type of dispositional empathy. Furthermore, state and dispositional empathy does not differ between a group of individuals seeking a profession in speech-language pathology and those who are not seeking this profession. Additionally, state and dispositional empathy do not differ between undergraduate and graduate students in speech-language pathology. Conclusions These findings have implications for programs designed to increase public awareness of post-stroke aphasia as well as speech-language pathology graduate programs.

Perception of Children’s Productions of /l/: Acoustic Correlates and Effects of Listener Experience

Introduction: The aim of the current study was to examine the effect of listeners’ experience with child speech and phonetic training on perceptual judgment of children’s word-initial /l/ productions. The acoustic correlates of acceptable and misarticulated productions of /l/ and their relation to listeners’ experience with child speech were explored. Methods: Three listener groups listened to children’s word-initial /l/ productions embedded in monosyllabic words and judged the “/l/-likeness” of the productions using a Visual Analog Scale (VAS). Three listener groups included (a) speech-language pathologists with at least 10 years of experience (SLP group), (b) graduate students in speech-language pathology (GS group), and (c) naïve listeners with no clinical phonetics experience (NL group). Acoustic correlates (both static and dynamic measures) of listeners’ perception of /l/ sounds were also investigated. Results: While mean VAS ratings did not differ significantly by listener group, the SLP group used a wider range of the VAS than the GS and NL groups. Correlational analysis between the static measure (F2-F1 values) and mean listener ratings showed that listeners tend to perceive sounds with the highest F2-F1 values more as /j/ than /l/, while those with the lowest F2-F1 value were perceived more as /w/ than /l/, especially for sounds that are in between phonemic categories. Listener ratings were not highly correlated with dynamic measures. Conclusion: These results suggest that experienced listeners use the VAS more continuously than less experienced listeners to indicate perception of subphonemic features of children’s productions of /l/, and that their ratings correlate with acoustic measures. Furthermore, listeners with experience with child speech and phonetic training are more sensitive to subphonemic features of children’s productions of /l/, especially for misarticulated productions. This supports the clinical use of VAS for perceptual judgments of children's /l/ productions.

Willingness to persist

Purpose: This qualitative investigation studied children with language disorders engaged in remediation for literacy impairment. Specifically, we studied behavioral interactions between the speech-language pathology students and children when providing literacy intervention. Based on the study results, this article proposes a positive, strengths-based view of avoidance behaviors that re-frames avoidance behaviors used by children as compared to a traditional, deficit-based view. Method: Qualitative methods were employed; specifically, interactional analysis, a process derived from conversation analysis, was employed to analyze video transcripts of children engaged in remediation of literacy impairment. Results and conclusions: This study revealed six types of avoidance behaviors signaling a willingness to persist rather than a desire to quit. These avoidance behaviors include shadowing, delaying, making sound effects, producing related comments, and producing unrelated comments or questions. These behaviors indicate that these children remained engaged in the therapeutic contract, even though they avoided reading. This research indicates a shift in therapeutic perspective. We should view avoidance behaviors not as negative behavior to suppress, but rather as a sign of willingness to persist in the activity. In addition, these findings suggest that avoidance behaviors are signals for increased therapeutic support and shifts in instructional direction. The results suggest that even potentially problematic behaviors, if focused on engaging in the social action at hand, are a sign of motivation to read.

A Survey of Speech-Language Pathology Graduate Students' Perceptions of Telepractice Pre- and Posttraining During the COVID-19 Pandemic

Purpose: Many university programs in speech-language pathology that offer clinical training as part of their graduate training transitioned to a telepractice service delivery model in response to the COVID-19 pandemic. The purpose of this study was to survey speech-language pathology graduate student clinicians on their knowledge of and comfortability with telepractice before and after participation in a telepractice training program. Method: Graduate students in a speech-language pathology distance program participated in a remote summer clinical internship that included a 5-week telepractice training. Pre- and posttraining surveys were completed by 27 graduate students. Results: Results of a Wilcoxon signed-ranks test indicated that posttest telepractice knowledge question scores were significantly greater than pretest telepractice knowledge question scores. Likewise, posttest telepractice comfort question scores were significantly greater than pretest telepractice comfort question scores. Conclusions: These findings support the need to integrate a telepractice component to clinical education for speech-language pathology programs at the graduate level. Offering a specifically designed and hands-on telepractice training to graduate students in speech-language pathology can be an effective pedagogical piece to university degree programs.

Risk Factors for Voice Disorders in Undergraduate Speech Language Pathology Students

The aim of this research study is to determine the risk factors for voice disorders in SLP students in order to help us develop specific goals for a vocal hygiene education program specifically for SLP students. An online questionnaire was completed by 121 undergraduate SLP students. Participants were divided into two groups, students with no self-perceived voice disorders (NVD group) and students with self-perceived voice disorders (VD group). The Fisher Exact test (FET) was used to explore the differences in responses for each voice risk factor and the academic and occupational consequences between students with and without self-perceived voice disorders. Students in the VD group were more likely to experience vocal fold problems, hearing problems and throat clearing than in the NVD group. More students in the VD group reported to "sometimes' and "often" take medications that impact their voice, hear a "moderate" amount of noise generated from the passage of planes and the road and hear a "moderate" and "large" amount of noise generated within and outside the building than in the NVD group. Moreover, students in the VD group were more likely to limit their ability to perform certain tasks at school (eg, participating in lectures) and clinical practicum (eg, administering therapy sessions) and reduce their interactions annually due to voice problems. Health, voice use, lifestyle, and environmental factors are risk factors for voice disorders that were presented more frequently in SLP students with self-perceived voice disorders.

A Practice-Based Interprofessional Emergent Writing Intervention: Impacts on Graduate Students and Preschoolers

Despite the importance of collaboration in schools, few studies have examined interprofessional education (IPE) interventions for graduate speech-language pathology (SLP) students designed to prepare them with the skills necessary to effectively work on school-based teams. The current pilot study implemented a five-week practice-based IPE intervention with six SLP graduate students and three occupational therapy (OT) graduate students. Three SLP students were randomly assigned to the ‘unpaired’ condition and delivered emergent writing activities independently to a small group of preschoolers (n = 10). The other three SLPs were each randomly assigned an OT student to collaborate with in a ‘paired’ condition and conducted the same activities together with their assigned small groups of preschoolers (n = 11). Graduate students’ emergent writing knowledge and interprofessional competencies were supported throughout the study by facilitated discussions and structured debrief sessions with their clinical educators using the DEAL model of critical reflection. Results indicated that SLP students from both conditions demonstrated positive gains in emergent writing knowledge, but the paired SLP students had a greater gain in self-reported interprofessional competencies. Preschoolers in both conditions demonstrated improvement on emergent writing tasks. Implications of practice-based IPE interventions for both graduate students and children are discussed.

What Do You Expect? A Comparison of Perceptions on the Roles of Clinical Educators and Graduate Clinicians

In addition to explicitly defined pedagogical roles and responsibilities, shared perceptions of clinical educator and graduate clinician roles across both parties are essential for an effective supervisory relationship. Previous findings suggest subtle differences in expectations that could potentially impact the learning process. This study was designed to enable a within and across group comparison on perceived roles of supervisors and supervisees. A survey consisting of open-ended prompts, Likert-rating scale questions, and attribute rankings regarding their own and the others’ roles was completed by 90 clinical educators and 63 graduate students in speech-language pathology. Thematic analysis was the primary method of analysis; findings were compared with quantitative results. Although many perceptions were in agreement, subtle differences emerged regarding clinical educators’ role in facilitating learning and graduate clinicians’ role in promoting their own success. The findings in this study highlight subtle differences in expectations, that are useful for clinical faculty, educators and directors, as well as researchers in scholarship of teaching and learning for preparing graduate students to fully benefit from the clinical experience.

Repetition of anchor stimuli and nature of vocal samples in the perceptual auditory judgment performed by speech-language pathology students.

Verify the effect of anchor repetition in the perceptual auditory judgement of the type of vocal deviation performed by speech-language pathology (SLP) students; analyze the correlation between the amount of different vocal dimensions in the same stimuli and accuracy; investigate the correlation between type of vocal deviation and accuracy. 54 SLP students were divided in two groups: Group with repetition (GwR), 28 students; and, Group with no repetition (GnR), 26 students. The analyzed sample counted with 220 dysphonic human voices, vowel /ε/. The GwR heard three anchor stimuli before the judgement and every 20 voices during the assessment. The GnR heard the anchor only before beginning the judgement. The anchor stimuli counted with one rough, one breathy and one strain voice. These classifications were compared with reference judgements from three expert SLPs. The intra and inter-rater reliability, the correlation between the amount of different vocal dimensions in the same stimuli and type of vocal deviation with accuracy were assessed. The accuracy between type of deviation was similar among groups. The GwR presented slightly higher intra and inter-rater reliability. The student's accuracy was inversely proportional to the amount of different vocal dimensions in the stimuli. Breathiness presented the highest accuracy and strain presented the lowest accuracy. The repetition of anchor stimuli improved intra and inter-rater reliability. However, it was not effective in the accuracy of the type of vocal deviation. The amount of different vocal dimensions in the stimuli have influence in the students' accuracy.