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Articles 1 - 6 of 6
Full-Text Articles in Medicine and Health Sciences
Impact Of A Pre-Professional Clinical Education Experience With Adults With Autism Spectrum Disorder: Preparation Of Future Speech-Language Pathologists, Kaitlyn P. Wilson Ph.D., Ccc-Slp, Gregory S. Chasson Ph.D., Amanda C. Jozkowski Ph.D., Otr/L, Meghan V. Mulhern Ed.M.
Impact Of A Pre-Professional Clinical Education Experience With Adults With Autism Spectrum Disorder: Preparation Of Future Speech-Language Pathologists, Kaitlyn P. Wilson Ph.D., Ccc-Slp, Gregory S. Chasson Ph.D., Amanda C. Jozkowski Ph.D., Otr/L, Meghan V. Mulhern Ed.M.
Teaching and Learning in Communication Sciences & Disorders
The purpose of this study was to (1) investigate the impact of a clinical experience with adults with autism spectrum disorder (ASD) on graduate speech-language pathology (SLP) students’ knowledge about ASD, and (2) explore the nature of the clinical experience and its impact on students’ preparation to work with adults with ASD. This study used a mixed-methods design. Quantitative methods were used to identify statistically significant changes in student knowledge about ASD following participation in a clinical experience with adults with ASD. Qualitative methods were used to explore student narratives to uncover details of the clinical experience and its impact. …
Interdisciplinary Ethics Learning In Higher Education: Students’ Perceptions, Carrie Knight, Robert Mayo, Michele Porter
Interdisciplinary Ethics Learning In Higher Education: Students’ Perceptions, Carrie Knight, Robert Mayo, Michele Porter
Teaching and Learning in Communication Sciences & Disorders
The purpose of this study is to evaluate speech-language pathology (SLP) students’ understandings of professional issues and ethics related to their own profession and to public health administration and to evaluate SLP students’ perceptions of interdisciplinary learning opportunities. Participants were second-year graduate students pursuing a Master of Arts degree in SLP (N = 24) enrolled in an interdisciplinary professional issues and ethics course. Students completed a pre- and post-test questionnaire regarding their perception of interdisciplinary learning opportunities, and their understanding of public health professions and codes of ethics, SLP code of ethics, and SLP professionals’ impact on other professionals …
Speech-Language Pathology Student Anxiety, Expectations, And Needs During Clinical Practicum, Laura W. Plexico, Allison M. Plumb, Daniel E. Phillips
Speech-Language Pathology Student Anxiety, Expectations, And Needs During Clinical Practicum, Laura W. Plexico, Allison M. Plumb, Daniel E. Phillips
Teaching and Learning in Communication Sciences & Disorders
The current study investigates clinical supervision with regard to millennial student clinician expectations, needs, and anxiety related to the supervisory process. Seven graduate students in speech-language pathology completed questionnaires at six points during their graduate education – The Student Clinician Anxiety Test (Sleight, 1985), as well as Larson’s Supervisory Expectations Rating Scale and Supervisory Needs Rating Scale (Larson, 1981). Results indicated that supervisory needs and expectations were significantly greater pre-practicum when compared to post-externship, with no significant changes in student clinician anxiety noted across six semesters of graduate training. Student clinicians demonstrated less anxiety than Sleight’s data, but had greater …
Bridging The Gap: An Integrated Approach To Facilitating Foundational Learning Of Neuroanatomy And Neurophysiology In Graduate-Level Speech-Language Pathology Coursework, Lisa A. Vinney, Jennine M.T. Harvey
Bridging The Gap: An Integrated Approach To Facilitating Foundational Learning Of Neuroanatomy And Neurophysiology In Graduate-Level Speech-Language Pathology Coursework, Lisa A. Vinney, Jennine M.T. Harvey
Teaching and Learning in Communication Sciences & Disorders
The current study examined whether the integration of foundational neuroanatomy and neurophysiology content, across a pair of medically-based, disorder-specific courses (motor speech disorders and aphasia), promoted students’ abilities to describe common neurological constructs and apply them to clinical cases. Specifically, student responses to case questions were rubric-scored following their completion of five neuroanatomy and neurophysiology online modules independently and after in-class instructional augmentation of each module’s content. Students’ own perceptions of this integrated curriculum were also surveyed and coded into themes. Rubric scores, evaluating content knowledge of the brainstem, spinal cord, and the neuron, significantly improved from post-module to after …
Structured Study Abroad Enhances Intercultural Competence, Lata A. Krishnan, Christi Masters, Horane Holgate, Cong Wang, Charles A. Calahan
Structured Study Abroad Enhances Intercultural Competence, Lata A. Krishnan, Christi Masters, Horane Holgate, Cong Wang, Charles A. Calahan
Teaching and Learning in Communication Sciences & Disorders
Participation in a service-learning (SL) study abroad (SA) program has been shown to enhance cultural competence (Krishnan, Richards & Simpson, 2016) as measured via the Public Affairs Scale (PAS; Levesque-Bristol & Cornelius-White, 2012). The purpose of this study was 1) to evaluate students’ development of intercultural competence using the Intercultural Development Inventory (IDI®), a tool specifically designed for this purpose, and 2) to evaluate whether intentionally escalating culturally focused developmental experiential learning together with existing course content would increase cultural competence more than program participation alone. Thirty female and one male student participated over three years of the SL SA …
Speech-Language Pathology Students’ Perceptions Of An Ipe Stroke Workshop: A One-Year Follow Up, Sarah E. Wallace
Speech-Language Pathology Students’ Perceptions Of An Ipe Stroke Workshop: A One-Year Follow Up, Sarah E. Wallace
Teaching and Learning in Communication Sciences & Disorders
Interprofessional education (IPE) activities are increasingly included in speech-language pathology (SLP) curriculum; however, little is known about IPE’s impact on students’ clinical experiences. Additionally, few studies have examined students’ perceptions of IPE Competency Domains across a program of study or within specific IPE activities. For this initial study, qualitative and quantitative analyses of 24 SLP students’ survey responses one year after an IPE Stroke Workshop highlighted the value of IPE. Students emphasized the importance of hands on and real life activities as part of interprofessional learning. Additionally, their responses suggest that multiple IPE Competency Domains may be addressed within a …