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Speech-Language Pathology Student Participation In Verbal Reflective Practice Groups: Perceptions Of Development, Value And Group Condition Differences., Gina D. Tillard, Kate Cook, Daniel Gerhard, Lydia Keast, Megan Mcauliffe
Speech-Language Pathology Student Participation In Verbal Reflective Practice Groups: Perceptions Of Development, Value And Group Condition Differences., Gina D. Tillard, Kate Cook, Daniel Gerhard, Lydia Keast, Megan Mcauliffe
Teaching and Learning in Communication Sciences & Disorders
The aim of this study was to determine whether significant differences in perceptions of reflective practice were present across two groups of students engaged in standard practice and experimental group conditions. Twenty-seven undergraduate speech-language pathology students participated in the study. A two-condition, non-randomised, pre-test post-test design was employed with two groups (a standard practice condition and an experimental practice condition, utilizing structured activities and prompts). Participants took part in weekly reflective practice groups over a six week period, in which discussion centered on students’ clinical experiences. Pre and post intervention, the students completed a questionnaire designed to examine perceptions of …
Aphasia Simulation: A Perspective From The Student And Standardized Patient, Suzanne Moineau, Deb Bennett, Alison Scheer-Cohen
Aphasia Simulation: A Perspective From The Student And Standardized Patient, Suzanne Moineau, Deb Bennett, Alison Scheer-Cohen
Teaching and Learning in Communication Sciences & Disorders
The aim of the current study was to examine student ability, student and standardized patient perceptions of competency, and student perceptions of effectiveness of simulation methodology for conducting language screenings on individuals with aphasia. Graduate students enrolled in a mandatory course on acquired language disorders (n = 36) completed a variety of simulated learning experiences using videos, high-fidelity manikins, and standardized patients, in preparing them for clinical practice with persons with aphasia. 5-point Likert scales and open-ended survey questions relating to student and standardized patients’ perceptions were administered. Results demonstrated a strong positive perception that simulation promotes student understanding of …