Telepractice is the application of telecommunications technology to the delivery of telehealth services via the online connection of clinicians, clients, and patients for assessment, intervention, or consultation. This article describes a pilot project in which speech-language pathology students in a university training program gained experience in working with culturally diverse preschool students using telepractice technology. The preschool students benefited by making gains in communication skills, while the university students acquired competency in the use of telepractice and in working with children whose cultural and linguistic backgrounds were outside of their experience. To assess the training experience, a Likert-scale survey administered to student clinicians revealed a high degree of satisfaction and improved familiarity with the use of telepractice, and an increased comfort level working with multi-cultural populations.
To meet the needs of a diverse student population while addressing the knowledge and skills outcomes of the curriculum, faculty should develop a repertoire of instructional models. Research-based instructional models from the fields of education and health care have been developed to support various learner outcomes. Emphasis on evidence-based practice in the field of communication sciences and disorders should include increased study of research-based instructional practices in higher education. The present study examined the models of instruction currently implemented by professors in speech-language pathology graduate programs. Problem-based learning and induction were used most frequently, followed by direct instruction. Cooperative learning, memory strategy instruction, and role play were used less frequently. Results suggest that instructors are utilizing a variety of instructional models to meet learning outcomes. Implications for the use of models of instruction, as well as future directions for research, are discussed.
In this multimedia report we introduce our ongoing collaborative archival project to organize, describe, and provide access to digitized audio files from the long-running Indigenous radio broadcast called Smoke Signals, produced and hosted by Indigenous activists, community leaders, educators, and Elders Dan Smoke and Mary Lou Smoke.
Regardless of practice setting, the demands on new practitioners include not only clinical competence in evidence-based methods of prevention, assessment, and treatment but additional skill sets. Clinical education, whether in graduate preparation programs or as a component of continuing education, must develop and implement new methodologies for effective clinical training to provide adequate opportunities for acquisition of new skill sets.
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