Education Commons^™

Structured Ethics Education In Speech-Language Pathology Graduate Students, Jennifer N. Gaylord, Stephanie M. Schaaf, Laura Liljequist, Kristie Guffey Ed.D.

Teaching and Learning in Communication Sciences & Disorders

This investigation compared the effect of ethics training embedded within a curriculum to structured ethics training regarding the ethics knowledge and self-reported comfort levels of first-year graduate students in speech-language pathology. Two equal, non-randomized groups of participants completed an ethics test and survey at three different times over the course of the investigation. The test and survey were administered prior to and after structured ethics training and ethics training embedded within the curriculum. The results of this study showed a significant difference in ethics knowledge after completion of the structured ethics training module for both groups. After receiving structured ethics …

The Utility Of Peer-To-Peer Practice For Teaching Speech-Language Pathology Students Transnasal Endoscopy, Laura L. Wolford, George W. Wolford, Charlotte A. Bolch

Teaching and Learning in Communication Sciences & Disorders

Introduction: Transnasal flexible endoscopy (TNFE) is necessary for multiple assessments in speech-language pathology (SLP), but it is generally considered an advanced practice technique to be learned during clinical practice. As such, there is no standardized way that it is taught in training programs, leading to a substantial knowledge gap for new graduates. Though peer-to-peer practice has been discussed as an important step in training, it is not clear whether it confers additional benefits above and beyond simulation. This study sought to answer that question in the areas of student confidence, endoscopy speed, and motivation to pursue further TNFE experiences. Methods: …

Perceptions And Effects Of Online Clinical Preparation Modules For First-Semester Speech-Language Pathology Graduate Students, Elizabeth M. Leatherman, Kris Pedersen

Teaching and Learning in Communication Sciences & Disorders

Students begin graduate school with varying backgrounds and experiences from their undergraduate program, which can result in different degrees of competence as they begin clinical work. This study investigated the effects of a series of seven online modules designed to review foundational clinical skills and enhance students’ clinical success. A cohort of 39 incoming graduate students at a midwestern university participated in the study and completed the modules during program orientation. Mixed methods were used to evaluate the effects and perceptions of the modules, including surveying students and the clinical faculty, comparing students’ clinical evaluations to those of previous students …

The Flipped Classroom Model As Applied To An Augmentative And Alternative Communication Course, Eric J. Sanders, Louise C. Keegan, Mary Culshaw, Colin Tomes

Teaching and Learning in Communication Sciences & Disorders

The Flipped Classroom Model (FCM) is an andragogical approach where students complete content-related work outside of the class and engage in activities related to this content during the class period. This approach has garnered recent attention in the field of speech-language pathology, but its implementation has not been studied in an augmentative and alternative communication (AAC) course and there is limited information on student perspectives of the experience. This study presents the results of a qualitative investigation designed to investigate the preferences and experiences of preservice speech-language pathology graduate students in an AAC course utilizing the FCM. Semi-structured interviews with …

Clinical Education Outcomes And Research Directions In Speech-Language Pathology: A Scoping Review, George W. Wolford, Schea Fissel Brannick, Sarah Strother, Laura Wolford

Teaching and Learning in Communication Sciences & Disorders

Purpose: To describe what researchers are investigating and how they are measuring the constructs of their investigations within the speech-language pathology (SLP) clinical education literature.

Method: A scoping review methodology (Arksey & O’Malley, 2005) was employed to develop a picture of clinical education articles which reported a measured outcome. Articles that met criteria were categorized by the purpose of the investigation and the outcome measures reported.

Result: 124 articles met inclusion criteria. Analysis of study purposes revealed a wide breadth of foci that were grouped into four broad clusters: Outcome Measures, Student Perspectives, Educational Contexts, and Teaching Methods. Most of …

Student Perceptions Of A Simulated Clinical Experience: A Pilot Study, Haley Elliott, Klaire Brumbaugh

Teaching and Learning in Communication Sciences & Disorders

Purpose: The purpose of this qualitative study was to document the experience of using a computer-based simulated (Simucase, 2019) learning opportunity in a Master of Science in speech-language pathology program.

Method: Focus groups were held utilizing a semi-structured interview format. Themes were identified using a qualitative methodological approach. Participants were first year graduate students (N=10) that were interviewed after completing an eight-week simulated learning opportunity.

Results: Seven themes emerged from the data. The themes were as follows: setup of the computer-based simulation, the incorporation of computer-based simulation in courses, supplemental information that assisted in development of clinical knowledge, …

Interprofessional Experience For Future Education Professionals: School Psychology And Speech-Language Pathology Students, Shari L. Deveney, Brian Mckevitt

Teaching and Learning in Communication Sciences & Disorders

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 …

Toward The Development Of A Quick, Reliable Assessment Tool For Reflective Journals, April Garrity, Casey Keck, Janet L. Bradshaw, Keiko Ishikawa

Teaching and Learning in Communication Sciences & Disorders

Reflective practice, including reflective writing, can facilitate enriched learning, especially when implemented as part of a service-learning (SL) experience. Reflection is a central component of service-learning (SL) experiences. Students’ reflective abilities are often measured through reflective journaling; however, assessment of students’ reflective journals is not always efficient and straightforward. The goal of the present study was to establish a simple, reliable, and relatively quick tool for use by busy college instructors seeking to encourage students’ deep learning through reflective writing. A total of 258 reflective journals from 43 graduate students in speech-language pathology were evaluated by three raters using a …

The Gendered Experiences Of Male Students In A Speech-Language Pathology Graduate Program: A Multi-Case Study, Jairus-Joaquin R. Matthews, Derek E. Daniels

Teaching and Learning in Communication Sciences & Disorders

Speech-language pathology is a profession with a gender disparity wherein the majority of speech-language pathologists are female. This disparity is also reflected in speech-language pathology graduate programs. The American Speech, Language, and Hearing Association has developed many initiatives over the years to address this issue, yet the gender disparity still remains. The purpose of this study was to develop some initial insights into reasons that men enter into the profession of speech-language pathology, and their experiences in graduate programs. In this qualitative case-study approach, interviews were conducted with four male graduate students. The interviews were transcribed and analyzed for major …

Clinical Decision-Making In Speech-Language Pathology Graduate Students: Quantitative Findings, Carol C. Dudding, Danika L. Pfeiffer

Teaching and Learning in Communication Sciences & Disorders

Clinicians’ decision-making skills are the foundation for the development and implementation of evidence-based practice to provide high quality clinical care. It is proposed that these skills are a result of hands-on clinical experiences (Crebbin, Beasley, & Watters, 2013). Yet some researchers contend that the development of clinical decision-making skills requires direct instruction in critical thinking (Abrami et al., 2011; Finn, 2011). The aim of this study was to explore if and when clinical decision-making processes of speech-language pathology (SLP) students change during graduate study. Web-based case simulations were used to elicit and measure clinical decision-making in eight graduate students at …