A descriptive case report of telesupervision and online case-based learning for speech and language therapy students in Vietnam during the COVID-19 pandemic

Abstract

Objectives: This article presents a descriptive case report exploring the viability of online learning to continue clinical education (CE) of SLT students in Vietnam during the pandemic.Method: Students were scheduled for face to face placements throughout 2021. International SLT educators were to travel to Vietnam and work with interpreters and locally trained certificate level therapists to provide placement supervision. When travel became impossible, tele-supervision by international therapists working remotely and in partnership with local therapists and interpreters was arranged. The second wave of Covid-19 excluded students from healthcare settings early in their placements. To conclude these placements, telesupervisors led online case-based discussions with students. For subsequent placements, Vietnamese and international therapists facilitated two to three weeks of online case-based group discussions for students, using cases with videos or avatars.Results: Learning outcomes for students, as evidenced in written and oral assessments demonstrated attainment of many of the learning objectives of the placements. Satisfaction for all participants (students, tele-supervisors, online group facilitators) was high. Students will undertake face to face placements in the future; however they will commence these placements with heightened clinical reasoning and planning skills. Conclusion:Online CE is possible in LMIC and, as part of a program which includes face to face placements, can support essential CE outcomes and enhance preparation for subsequent direct experiences with patients.

The impact of COVID-19 on speech–language and hearing professions in low- and middle-income countries: Challenges and opportunities explored

“…Challenges to practice created by COVID-19 were worsened by access and infrastructure challenges, as well as the related high infrastructural costs. Over and above infrastructure and system challenges directly related to curbing the spread of COVID-19 in the form of personal protective equipment (PPE) and infection prevention and control (IPC) measures (Achmat & Gerber, 2022 ), noteworthy other infrastructure and cost- related challenges were experienced by both professionals and patients (Khoza-Shangase, 2022b ; McAllister et al, 2022 ; Tar-Mahomed & Kater, 2022 ). Access to the technology and its infrastructural support for innovative clinical service provision was raised as a serious barrier.…”

“…This included (1) access to technological devices (e.g. computers, laptops, tablets and smartphones), with a lack of resources reported by Coutts et al ( 2022 ); (2) connectivity in the form of access to Internet with good bandwidth; (3) stable power supply; and (4) technology-associated costs, including data costs (Khatib & Hlayisi, 2022 ; Khoza-Shangase, 2022a , 2022b ; McAllister et al, 2022 ; Tar-Mahomed & Kater, 2022 ). In South Africa, a major challenge was maintaining a stable power supply with load-shedding, which is scheduled national electricity supply interruption.…”

“…With the overall recommendation of hybrid models of teaching and learning that include the use of ICT, simulations, teletraining and telesupervision (Barber & Sher, 2022 ; Masuku & Mupawose, 2022 ; McAllister et al, 2022 ; Nagdee et al, 2022 ), Naidoo et al ( 2022 ) stressed that online platforms will facilitate closer and increased collaboration. This collaboration is between students and between students and educators, with increased opportunities for local and international collaborations.…”

“…These authors further believed that online platforms for teaching and learning may raise opportunities to support students through social media platforms, thus increasing the amount of immediate and individual support offered to them. From their experience with telesupervision and online case-based learning for speech and language therapy students in Vietnam, McAllister et al ( 2022 ) recommended telesupervision, where international therapists, working remotely and in partnership with local therapists, provide on-site supervision for students. This recommendation includes online case-based discussions as part of clinical training and online student group discussions, using case simulations with videos or avatars.…”

“…• Not applicable 10. McAllister et al (2022) Telesupervision and online case-based learning can support successful learning outcomes for speech and language therapy students in Vietnam…”