Scholarship of Teaching and Learning Commons^™

Qualitative Inquiry: The Case For The Importance Of Considering Student Perspectives In Sotl Research, Aleah S. Brock

Teaching and Learning in Communication Sciences & Disorders

Quantitative methods are often viewed as superior to qualitative methods for clinical research in communication sciences and disorders; however, quantitative methods are unable to answer questions of why or how. Qualitative methodology can be used to address research questions that seek to understand human perspectives. In Scholarship of Teaching and Learning (SoTL) research, qualitative research can be used to understand student experiences and perspectives. The merit of the application of qualitative methodology in SoTL research is explored here.

Speech-Language Pathology Graduate Students’ Experiences With The Use Of Case-Based Learning To Develop Skills For Evidence-Based Practice, Aleah S. Brock

Teaching and Learning in Communication Sciences & Disorders

The American Speech-Language Hearing Association (ASHA) states that practitioners should use the principles of evidence-based practice (EBP) for clinical decision making. However, speech-language pathologists (SLPs) often report a lack of understanding, time, and resources to implement EBP. Clinicians who were exposed to EBP training during their graduate program or clinical fellowship are more likely to use EBP in their clinical practice; therefore, graduate programs in SLP must provide explicit EBP training to upcoming clinicians. At present, no consensus exists on the best way to train students in the principles of EBP. The present study sought to investigate student experiences and …

Barriers And Facilitators To Enhance Interprofessional Education For Rehabilitation Science Graduate Students, Mary A. Riopel, Kimberly Wynarczuk, Taylor Grube

The Qualitative Report

Interprofessional education (IPE) aims to develop healthcare practitioners who work effectively in teams, demonstrate strong communication skills, respect others, and have a working knowledge of the roles and responsibilities of other professionals. Of identified research to date, it is unclear what students perceive as important for effective IPE delivery and learning. The purpose of this study was to identify graduate students' perceptions of facilitators and barriers to learning interprofessional practice using phenomenology. Three semi-structured focus groups were conducted including athletic training, occupational therapy, or speech-language pathology students and the transcripts were analyzed using thematic analysis. Four themes emerged about IPE …

Influence Of Personality On Ethical Decision-Making In Communication Sciences And Disorders, Jennifer K. Binkley, Terry W. Baggs

Internet Journal of Allied Health Sciences and Practice

Purpose: A relationship between personality and ethical decision-making has been demonstrated in professions both within and outside of healthcare. However, this relationship has not been examined in the rehabilitation therapies, including speech-language pathology (SLP). Given the ethical dilemmas faced by therapists, it is important to assess this relationship and to modify ethical training when warranted. Methods: A total of 175 undergraduate communication sciences and disorders students participated in completing the Kiersey Temperament Sorter II and the Defining Issues Test-2. Scores were statistically compared to determine the relationship between the two assessments. Results: Based on a model of moral reasoning development, …

An Slp Graduate Student’S Analysis Of Language In Children With Speech Sound Disorders, Madeline Janney, Donna Thomas

Journal of Interprofessional Practice and Collaboration

Purpose

Students in allied health professional (AHP) programs are instructed in evidenced-based evaluation practices and participate in interprofessional education and practice in order to identify disorders (e.g., speech, language, gross motor, fine motor) and provide effective treatment. The purpose of this paper is to present a small-scale research study of one graduate student in an AHP program that trains speech-language pathologists.

Method

A graduate student used retrospective methodology to examine the language skills of nine children with speech sound disorders (SSD) to determine if language impairment (LI) co-existed. The student learned and used a method of language sample analysis known …

Using Audacity Software To Enhance Teaching And Learning Of Hearing Science Course: A Tutorial, Nilesh Washnik, Chandan Suresh, Chao-Yang Lee

Teaching and Learning in Communication Sciences & Disorders

Audacity is a multi-platform free, open-source audio recorder and editor software. The advantage of Audacity software is as follows: easy installation and simple visual interface, no registrations or hardware requirements, and availability at no cost might make it a preferred software to carry out class demonstrations and lab activities for an undergraduate course in the Communication Sciences and Disorders discipline. The tutorial aims to illustrate how Audacity software can be used to demonstrate various psychoacoustic phenomena commonly taught in undergraduate Hearing Science courses. This tutorial is divided into fundamental and advanced concepts from the pedagogy and student learning standpoint. The …

Student Perceptions Of Reading Preparation And Textbook Use In Professional Allied Health Programs, Laura Stimler, Camille Skubik-Peplaski, Melba G. Custer, Shirley P. O'Brien

Internet Journal of Allied Health Sciences and Practice

Purpose: In professional allied health education, textbooks are central to developing course content, student learning and certification exams, but little is known about the graduate student’s perspective. This study was intended to describe current trends in graduate students’ point of view, habits and opinions related to buying and using textbooks and other resources in allied health education. Methods: This was a multi-site collaborative research project. An electronic survey was developed to gather data on student habits and perspectives regarding textbook preferences including digital texts, academic reading, exam preparation, and obtaining course materials. The survey was distributed across four academic institutions. …

Exploring First Semester Allied Health Students’ Transition To Graduate School Through The Lens Of Occupational Adaptation, Carly E. Williams, Jessica N. O'Brien, Rebecca E. Dodick, Jillian M. Bell, Jennifer O. Knauth, Lorrie A. George-Paschal, Nancy Krusen, Jacquie Rainey

Innovations in Health Sciences Education Journal

The purpose of the study was to examine experiences of students transitioning into graduate allied health programs within a public university in the United States. Researchers assessed students’ occupational adaptation as well as factors that facilitated and inhibited their transition. Researchers collected data using the Relative Mastery Scale (RMS) (George-Paschal, Krusen, & Fan, 2022) and a researcher-developed transition survey. Participants included 129 students from three allied-health professions. Researchers conducted a mixed ANOVA to explore differences in RMS ratings across three disciplines. There was a statistically significant increase in RMS ratings over time for all disciplines and statistically significant differences between …

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 …

Student Preferences For Active Learning And Their Beliefs, Experiences, And Knowledge, Tammy Shilling, Jerome Thayer, Anneris Coria-Navia, Heather Ferguson

Teaching and Learning in Communication Sciences & Disorders

Active teaching methods are believed to facilitate higher-order thinking skills and prepare allied health students for independent clinical decision-making. This quantitative, correlational study aimed to explain the relationships between student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the extent of knowledge they have received regarding active and traditional teaching methods. Two hundred and thirty students completed a 53-item online survey. Students were enrolled in a Doctor of Physical Therapy, Masters in Speech-language Pathology, or Bachelor of Science Nursing program in one of seventeen participating institutions across a ten-state Midwest region. …

Enriching Pre-Clinical Education With Near-Peer Learning Experiences, Alisha P. Springle, Danika L. Pfeiffer, Corrin Gillis

Teaching and Learning in Communication Sciences & Disorders

The purpose of this mixed methods study was to examine the outcomes of two instructional methodologies (traditional and peer-assisted learning; PAL) used in a clinical methods course for undergraduate speech-language pathology (SLP) students. The sample included 53 undergraduate SLP students (near-peer learners) as well as 27 graduate SLP students and 7 clinical fellows (near-peer tutors). Traditional instruction was used during the first half of the course and PAL was added during the second half. The undergraduate SLP students’ weekly written reflections and grades (mid-term and final) were collected for analysis. Students demonstrated a preference for peer- and near-peer learning experiences …

Cognitive Processes Used By Graduate Students During Case-Based Aac Assessment And Intervention Think-Aloud Tasks, Allison M. Sauerwein, Jennifer J. Thistle

Teaching and Learning in Communication Sciences & Disorders

Think-alouds are a validated data collection method that have been used across disciplines in the scholarship of teaching and learning. Scholarly teachers in CSD can use think-alouds to uncover the cognitive processes students use when completing case-based learning assignments. The purpose of the study was to identify and describe graduate students’ thought processes when planning for AAC assessment and intervention during think-aloud tasks. A total of 19 CSD graduate students were given cases and completed think-alouds in groups while planning for AAC assessment and intervention. Students’ think-alouds were recorded, transcribed, and then coded using the revised Bloom’s taxonomy. All groups …

Gender Diversity Cultural Responsiveness Education In Speech-Language Pathology Graduate Programs: A Pilot Survey, Tara Dickinson, Molly Normandin, Rachel W. Mulheren

Faculty Scholarship

Purpose: Gender-affirming voice therapy aims to align a person’s voice and communication with their gender identity. Historically, transgender and gender-nonconforming (TGNC) individuals have been marginalized and continue to face significant healthcare disparities. The goal of this research was to examine the self-perceived preparedness of recent speech-language pathology (SLP) graduates for working with TGNC clients. A survey was developed to include both multiple choice and open-ended questions. Topics included graduate-level training on working with TGNC individuals, perceived preparedness to work with this client population, educational resources sought by respondents, and suggested improvements for SLP graduate programs. Thirty recent (since 2016) SLP …

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 Use Of Interprofessional Education (Ipe) To Address Collaboration For Individualized Education Plans (Ieps): A Retrospective Study Of Occupational Therapy, Speech-Language Pathology, And Special Education Students’ Perceptions, Kristina Curro, Lisa Shooman, Sue Foo

Teaching and Learning in Communication Sciences & Disorders

The purpose of this project is to measure the effects of interprofessional education (IPE) on the perceptions of preservice professionals’ development of an Individualized Education Plan (IEP). The preservice professionals (PSPs) participants included master’s students from speech language pathology (SLP), occupational therapy (OT) and special education (SPED) programs (N = 78). The primary project goals were to examine the perceptions of the participants’ roles and knowledge on a multidisciplinary education team, their perceptions of the collaborative process, and their familiarity with the IEP development process. A mixed-methods, retrospective, cross-sectional investigation was used to obtain quantitative and qualitative outcomes. A …

Using Ability Grouping To Examine The Effects Of Differentiated Instruction In An Undergraduate Course In Communication Sciences & Disorders, Katherine B. Green, Jacqueline Towson

Teaching and Learning in Communication Sciences & Disorders

Differentiated instruction is a student-centered approach to instruction that considers the differing characteristics and aspects of the learner. With increasing diversity in higher education, differentiated instruction is one strategy that instructors may use to facilitate student success. However, there is limited empirical research examining the effectiveness of differentiated instruction in higher education. Using a quasi-experimental pretest posttest group design, the effects of differentiation of instruction, specifically differentiation of content and variable grouping, on student content knowledge were examined in an undergraduate course in a Communication Sciences and Disorders program. Students in the intervention group scored significantly higher on final course …

Formal Ethics Education In Speech-Language Pathology Graduate Students, Jennifer N. Gaylord

Murray State Theses and Dissertations

Ethical service provision is an essential foundational skill for speech-language pathologists (SLPs) and is fundamental for maintaining the integrity of the profession of speech-language pathology. While practicing speech-language pathologists are required to complete formal ethics training during each certification maintenance interval, there are no guidelines set forth as to the amount and type of training for graduate students in speech-language pathology. This quasi-experimental investigation compared the effect of ethics training embedded within a curriculum to formal ethics training on 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 …

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 …

Interprofessional Education And Practice: Perspectives From Students In Speech-Language Pathology And Recreational Therapy, David Hajjar, Jan Elich-Monroe, Susan Durnford

Teaching and Learning in Communication Sciences & Disorders

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 …

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, …

Assessing Outcomes Of Simulation In Communication Sciences And Disorders, Erin S. Clinard

Teaching and Learning in Communication Sciences & Disorders

Assessment is an ongoing process that is necessary at every stage of designing, implementing, and evaluating simulation-based learning experiences (SBLEs). Designing and aligning a high-quality assessment process provides instructors and researchers with valuable data to understand if students have met the desired simulation learning objectives, where students are in their learning, and opportunities to enhance the SBLE. This reflection discusses the importance of assessing student learning outcomes as well as the effectiveness of all simulation-based learning experiences (SBLEs) in communication sciences and disorders (CSD). While the benefits and effectiveness of simulation have been demonstrated in other health professions, simulation research …

Comparing In Vivo Versus Simulation Training For Transnasal Endoscopy Skills, Laura L. Wolford, George W. Wolford

Teaching and Learning in Communication Sciences & Disorders

Fiberoptic endoscopic evaluations of swallowing (FEES) is as important of a swallowing evaluation as the videoflouroscopic swallow study, but far fewer speech-language pathologists are competent in its use (Ambika, Datta, Manjula, Warawantkar, & Thomas, 2019; Brady & Donzelli, 2013; Pisegna & Langmore, 2016). One hurdle in FEES training is the necessity of practicing transnasal endoscopy on volunteers. The primary aim of this study was to compare the learning effectiveness of practicing transnasal endoscopy via simulation with practice in vivo for a student’s first passes of the endoscope. The end goal of this study was to determine the most cost-effective and …

Communication Sciences And Disorders Faculty Perceptions Of Interprofessional Education, Janine L. Schmedding-Bartley, Courtney Karasinski

Teaching and Learning in Communication Sciences & Disorders

Engagement in interprofessional collaborative practice is critical for communication disorders professionals to provide quality clinical services. Given limited research on implementation of interprofessional education (IPE) within communication disorders pre-professional training programs and research highlighting potential barriers to implementation of IPE, this investigation assessed communication sciences and disorders (CSD) faculty attitudes toward IPE. One hundred fifty-eight CSD faculty from accredited CSD graduate programs completed the Interprofessional Attitudes Scale (Norris, Carpenter, Eaton, Guo, Lassche, Pett, & Blumenthal, 2016). Collectively, the faculty supported CSD students learning from and with students from different disciplines and endorsed IPE as beneficial. Faculty with master’s degrees were …

Guiding Students' Clinical Writing And Critical Thinking: Utilizing Scholarly Teaching To Develop And Implement A Clinical Writing Rubric, Bonnie Halvorson-Bourgeois, Mary Riotte, Susan Lambrecht Smith, Lesley Maxwell

Teaching and Learning in Communication Sciences & Disorders

The purpose of this paper is to describe the scholarly teaching approach used to develop, implement and refine a clinical writing rubric used to provide formative feedback to graduate students in an in-house Speech-Language Pathology graduate clinic. In addition to outlining the approach, details of the rubric and supporting documentation are provided.

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 …

Cognitive Dissonance Of Graduate Students During Clinical Sessions Of A Literacy Program: Types Of Episodes And Their Resolution, Pam Britton Reese, Ludwika Aniela Goodson

Teaching and Learning in Communication Sciences & Disorders

This study provided an authentic context for examining cognitive dissonance of graduate students who were learning clinical skills in a six-week language and literacy project designed for young children. These student-clinicians received instruction four days a week in classroom sessions and began clinical sessions with children after each class. Signature pedagogies in communication sciences and disorders (CSD) provided the foundation for the instruction and clinical supervision. In their sessions with the children, the student-clinicians were expected to apply knowledge gained from the classroom and supervisor guidance. Journal entries, supervisor notes, clinical observation records, and transcripts from interviews were coded for …

Interprofessional Education For Pre-Service School-Based Professionals: Faculty And Student Collaboration, Julie Strunk, Debi Kipps-Vaughan, Stacey L. Pavelko, Dannette Allen-Bronaugh, Karen Myers, Tammy Gilligan, Michele Kielty, Elizabeth Richardson, Joseph Tacy

Teaching and Learning in Communication Sciences & Disorders

Interprofessional collaboration is necessary for school-based professionals who provide services for students with disabilities. Most pre-service training, however, takes place in separate programs and does not afford students opportunities to learn effective collaborative techniques. This study examined the effects of a one-day interprofessional learning experience for pre-service school-based professionals. The goals were twofold: 1) increase students’ understanding of the core competencies for interprofessional collaborative practice (Interprofessional Education Collaborative, 2016) and 2) provide an opportunity for students to participate in interprofessional collaboration within a simulated school-based context. A mixed method design examined changes in students’ knowledge of the IPEC competencies. Students …

Training Students Through A Community Outreach Program To Support Families Of Children With Autism Spectrum Disorder, Joann P. Benigno`, John W. Mccarthy, Sarah O. Taylor, Bridget Gornichec Wright, Chao-Yang Lee

Teaching and Learning in Communication Sciences & Disorders

This outreach program involved training eight graduate and 19 undergraduate students to create evidence-based communication supports for families of children with autism spectrum disorder (ASD) within the context of a two-course sequence on ASD. During the training program, ten families in rural Appalachia benefited from our services. Student and family satisfaction data with the outreach program was highly positive. Undergraduate and graduate university students participating in the program met or partially met 97% of their goals set at the beginning of each semester. Undergraduate students’ self-ratings of their own knowledge about material covered in the course were significantly higher than …

An Exploratory Study Of Speech-Language Pathologists' Perceptions Of Multicultural Counseling In Communication Sciences And Disorders, Crystal C. Randolph, Janet L. Bradshaw

Teaching and Learning in Communication Sciences & Disorders

Speech-language pathologists’ (SLPs) perceptions of multicultural counseling vary according to their academic (teaching and learning), educational, supervisory, supervisee, and clinical experiences. With the increase of culturally and linguistically diverse populations, the implementation of multicultural counseling in communication sciences and disorders (CSD) is essential to providing efficacious assessments and interventions. The current research reports data from a recent survey that queried SLPs’ perceptions of multicultural counseling in CSD. Results from the survey reveal that SLPs' perceptions of MC vary according to their experiences (e.g., educational, supervisory, clinical).

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 …