Students’ Self-Perceptions of Knowledge and Skills Pre and Post Externship

2013 ◽  
Vol 23 (3) ◽  
pp. 110-120 ◽  
Author(s):  
Jill Oswalt
Keyword(s):  
Graduate Students ◽  
Formative Assessment ◽  
Rating Scale ◽  
Graduate Programs ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Self Reflection ◽  
Self Perceptions ◽  
Student Focus ◽  
Language Pathology

Student self-rating and self-reflection are often used as part of a formative assessment in Communication Sciences and Disorders (CSD) graduate programs. This article focuses on the use of a rating scale assessing speech-language pathology graduate students’ self-perception of their readiness for school and medical externships utilizing a survey format. Students completed a pre and post survey during their culminating externship experiences reflecting their perceived level of required assistance and independence with disorder groups and processes. The results of this project will be discussed with the information benefiting graduate programs in planning curriculum, assessing externship experiences, and providing a tool for student focus on perceived areas of need during the externship and at the initiation of the Clinical Fellowship (CF).

Teaching Transnasal Endoscopy to Graduate Students Without a Hospital or Simulation Laboratory: Pool Noodles and Cadavers

2017 ◽  
Vol 26 (3) ◽  
pp. 709-715 ◽  
Author(s):  
Shari Salzhauer Berkowitz
Keyword(s):  
Graduate Students ◽  
Student Development ◽  
Qualitative Data ◽  
Graduate Programs ◽  
Endoscopic Examination ◽  
Speech Language Pathology ◽  
Transnasal Endoscopy ◽  
Training Opportunity ◽  
Language Pathology

Purpose This study reports on a training opportunity in endoscopy in which speech-language pathology graduate students use inanimate objects and cadavers. Best practices for transnasal endoscopy in vivo require a physician to be nearby, but many graduate programs do not have this access. Method Endoscopy was offered as a graduate elective. Students (13 women) initially learned to manipulate the endoscope through the lumen of a swimming pool noodle that was embedded with trinkets. Endoscopic examination of inanimate objects became increasingly complex, followed by endoscopic examination of a cadaver. Results Pre- and postexamination measures and qualitative data from the 13 students revealed that students increased in confidence and in interest in this aspect of the field. All students met practical competencies for handling the endoscope, passing the endoscope on a narrow tube, and visualizing objects. Some students had the opportunity to pass the endoscope on a peer and did so successfully. Conclusion For programs with a cadaver lab available, this protocol offers an affordable option compared with purchasing a simulator. For those with neither a cadaver lab nor a simulation lab, passing the endoscope on inanimate objects alone is beneficial to student development and learning.

Role-Playing and its Carryover To Practice in Speech-Language Pathology

2012 ◽  
Vol 15 (1) ◽  
pp. 29-37 ◽  
Author(s):  
Ana Claudia Harten
Keyword(s):  
Graduate Students ◽  
Classroom Instruction ◽  
Role Playing ◽  
Speech Language Pathology ◽  
Graduate Course ◽  
Clinical Practicum ◽  
Knowledge And Skills ◽  
Language Pathology

The value of a graduate course in the field of speech-language pathology is limited when students do not transfer the knowledge and skills they acquire to their clinical practicum. In this article, I describe the implementation of role-playing simulation into classroom instruction about aphasia and explore graduate students’ perceptions of this instructional method’s efficacy and carryover to a clinical practicum.

Graduate Students' Perspectives Toward Telepractice at the COVID-19 Global Pandemic Onset

2021 ◽  
pp. 1-14
Author(s):  
Megann McGill ◽  
Qiana Dennard
Keyword(s):  
Graduate Students ◽  
Service Delivery ◽  
Graduate Program ◽  
First Year ◽  
Speech Language Pathology ◽  
Online Questionnaire ◽  
Perceived Knowledge ◽  
Knowledge And Skills ◽  
Global Pandemic ◽  
Language Pathology

Purpose The purpose of this article was to describe a cross-sectional research study exploring the perceived knowledge, skills, and attitudes of telepractice service delivery use among speech-language pathology graduate students during the onset of the COVID-19 global pandemic. Method Students' perceived knowledge, skills, and attitudes toward telepractice were examined through an online questionnaire that contained 23 questions, including five demographic questions and 18 Likert scale questions. Participants were 189 graduate students (96% female, 60% first-year graduate students) currently enrolled in speech-language pathology graduate programs. Statistical analyses on students' responses, including independent-samples t tests and correlations, were conducted. Results Only 20% of respondents stated they had provided services via telepractice. Most participants reported slightly more confidence in their perceived skills related to telepractice as compared to their perceived knowledge of telepractice. Students who had prior experience with telepractice were more likely to provide higher ratings compared to those with no experience. Higher ratings of perceived telepractice knowledge and skills were observed for second-year and third-year graduate students compared to first-year students. Positive correlations were observed between students' higher confidence in perceived knowledge and skills related to telepractice and their attitudes toward the service delivery model. Despite positive responses related to perceived telepractice knowledge and skills, the majority of participants reported preferring in-person services over telepractice. Conclusions Taken together, results of this study demonstrate there is an ongoing need for additional telepractice training programs in speech-language pathology focusing on areas in which students feel least comfortable. Telepractice clinical implications and graduate program training recommendations are discussed.

The Clinical Educator's Companion: The WEB-Based ASHA Scope of Practice

2009 ◽  
Vol 19 (1) ◽  
pp. 10-12
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Graduate Students ◽  
Clinical Education ◽  
Scope Of Practice ◽  
Speech Language Pathology ◽  
Web Based ◽  
Knowledge And Skills ◽  
Language Pathology ◽  
The Web ◽  
Current Practices

Abstract The purpose of this article is to encourage graduate students and practicing clinicians to review the current ASHA Web-based version of the Scope of Practice in Speech-Language Pathology. Using examples of how the Scope of Practice has been used in clinical education by the author, this article attempts to illustrate how ASHA has provided information such as position statements, technical reports, and knowledge and skills documents related to the topics that fall within our Scope of Practice. Finally, this article demonstrates that valid research regarding current practices is only a click away if the novice is directed to the ASHA Web-based Scope of Practice.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Perception of Hearing Loss by Graduate Students of Speech-Language Pathology

2004 ◽  
Vol 31 (Fall) ◽  
pp. 205-214
Author(s):  
Mary Aguila-Vinson ◽  
Jennifer Lister ◽  
Theresa Hnath-Chisolm ◽  
Patricia Blake-Rahter
Keyword(s):  
Hearing Loss ◽  
Graduate Students ◽  
Speech Language Pathology ◽  
Language Pathology

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

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

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.

International Telesupervision: The Clinical Fellowship Experience

2017 ◽  
Vol 2 (11) ◽  
pp. 73-78
Author(s):  
David W. Rule ◽  
Lisa N. Kelchner
Keyword(s):  
Graduate Students ◽  
Clinical Supervision ◽  
Rural Areas ◽  
The United States ◽  
Speech Language Pathology ◽  
Access To Services ◽  
East African ◽  
The World ◽  
Language Pathology ◽  
National Certification

Telepractice technology allows greater access to speech-language pathology services around the world. These technologies extend beyond evaluation and treatment and are shown to be used effectively in clinical supervision including graduate students and clinical fellows. In fact, a clinical fellow from the United States completed the entire supervised clinical fellowship (CF) year internationally at a rural East African hospital, meeting all requirements for state and national certification by employing telesupervision technology. Thus, telesupervision has the potential to be successfully implemented to address a range of needs including supervisory shortages, health disparities worldwide, and access to services in rural areas where speech-language pathology services are not readily available. The telesupervision experience, potential advantages, implications, and possible limitations are discussed. A brief guide for clinical fellows pursuing telesupervision is also provided.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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