Purpose: to investigate the perception of Speech-Language Pathology and Audiology (SLPA) students, submitted to a Social Skills Training (SST) program, regarding potentialities, difficulties and perceived gains in their social skills (SS) repertoire. Methods: this qualitative study included 22 students (between 19 and 21 years old), enrolled in the 2nd year of the undergraduate SLPA course. The SST structure was based on theoretical-informative and practical-experiential methodology, developed over 15 meetings, using different teaching strategies. Content analysis was applied to assess the responses to a questionnaire with five open ended questions about the SS and the program itself, administered at the beginning, middle and end of the training. Results: greater difficulty was observed for students in relation to public speaking as well as empathetic and assertive skills toward their peers and professors. The participants highlighted the importance of the SST for the professional-patient relationship and for their professional training, as the training expands skills and competences beyond technical knowledge, with self-knowledge having a central role in this process. Conclusion: in preparation for clinical practice the SST can be used as a promising teaching-learning methodology in the curricula of SLPA courses.
RESUMO Objetivo: investigar a percepção de estudantes de Fonoaudiologia submetidos ao programa de Treinamento de Habilidades Sociais (THS) no que tange às potencialidades, dificuldades e ganhos percebidos no repertório de habilidades sociais (HS). Métodos: este estudo qualitativo incluiu 22 estudantes (idades entre 19 e 21 anos), matriculados no 2º ano do curso de graduação em Fonoaudiologia. A estrutura do THS baseou-se na metodologia teórico-informativa e prático-vivencial, desenvolvidas ao longo de 15 encontros, empregando-se distintas estratégias de ensino. A análise de conteúdo foi utilizada para avaliar as respostas a um questionário com cinco perguntas abertas a respeito das HS e do próprio programa, aplicado no início, meio e final do treinamento. Resultados: observou-se maior dificuldade dos participantes em falar em público e nas habilidades empáticas e assertivas com os colegas e professores. Os participantes destacaram a importância das HS na relação profissional-paciente e da inserção do programa para a formação profissional, por ampliar as habilidades e competências para além do saber técnico, tendo o autoconhecimento papel central neste processo. Conclusão: na preparação para a atividade clínica, o THS pode ser utilizado como uma metodologia de ensino-aprendizagem promissora nos currículos dos cursos de Fonoaudiologia.
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