A Pedagogical Note: Use of Telepractice to Link Student Clinicians to Diverse Populations

Cassel, Stacy Gallese; Hadley, Amy J.

doi:10.5195/ijt.2016.6190

Cited by 12 publications

(19 citation statements)

References 6 publications

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“…The OMTT in Neuroscience was used by faculty to enhance their lectures in existing curricula. The OMTT was rapidly adapted by multiple professors, and its use by undergraduate students was consistent with the interpretation that the OMTT improved performance on exams and increased interest in the field of neuroscience Ye et al (2016) A telemedicine wound care model using 4G with smart phones or smart glasses: A pilot study. 29 males and 1 female presented with varicose veins and wounds in leg (n=16), ankle (n=8) and foot (n=6).…”

Section: Studies Examined Contexts and Recommendationssupporting

confidence: 54%

“…In this review, Likic et al (2013) asserted that online teaching resources can be translated and implement internationally, and still achieve high student satisfaction rates, while decreasing administrative and cost burdens. Hansen et al (2020) provided evidence for the feasibility of developing a multifaceted web-wide training programme for an international trial, while Cassel and Edd (2016) reported a high degree of satisfaction and improved familiarity with the use of telepractice, and an increased comfort level working with multi-cultural populations. Internationalization has benefits such as quality improvement, provision of access, competitiveness, financial profits, and the provision of a professionally relevant education that prepares all students to be interculturally proficient professionals and citizens ( Wu et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

“…Furthermore, remote learning allows for the training and/or clinical service provision to be performed at a pace that can be adjusted to the needs of the students and patients (Forde & Gallagher, 2020;Grewal et al, 2020;Langkamp et al, 2015;Muflih et al, 2020;Tariq et al, 2018) . Moreover, in the current review telepractice services were accepted by stakeholders and students with a high satisfaction rate (Batthish et al, 2013;Cassel & Edd, 2016;Giudice et al, 2015;Langkamp et al, 2015;Likic et al, 2013;Lincoln et al, 2014;Walsh et al, 2011). Wagner et al (2006) argued that the success of remote learning or remote interaction is dependent on the stakeholders' satisfaction in meeting and addressing their needs and concerns.…”

Section: Practice Makes Perfectmentioning

confidence: 91%

“…The significant difference in outcomes between males and females who attended the traditional classroom suggests that women may do better than males in this learning environment, although the effect size is moderate. Cassel & Edd (2016) A pedagogical note: Use of telepractice to link student clinicians to diverse populations. Student Clinicians: Eight undergraduate university speech-language pathology students enrolled in their first clinical experience at Stockton University.…”

Section: Studies Examined Contexts and Recommendationsmentioning

confidence: 99%

“…The use of teletraining and telepractice has increasingly been documented internationally. This has included their co-use in teaching both students and patients in assessment and management of chronic diseases within communities in primary healthcare ( Kolltveit et al, 2016 , Steventon et al, 2016 ), in assessment of both students and patients ( Cassel & Edd 2016 ; Giudice et al, 2015 ), in clinical supervision ( Batthish et al 2013 ; Cameron et al, 2015 ; Harris, 2020 ) – through the use of various measures including telephones ( Bunker et al, 2017 ; Thomas et al, 2021 ), online access ( Muflih et al, 2020 ); and videoconferencing ( Cameron et al, 2015 ; Howells et al, 2019 ), to name a few. The COVID-19 pandemic has raised the need for thorough deliberations around this method of service and training delivery ( Chandrasinghe et al, 2020 ; Grewal et al, 2020 ; Muflih et al, 2020 ), hence the current study.…”

mentioning

confidence: 99%

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Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

2021

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Introduction and purpose: The novel coronavirus (COVID-19) presented new and unanticipated challenges to the provision of clinical services, from student training to the care of patients with speech-language and hearing (SLH) disorders. Prompt changes in information and communication technologies (ICT), were required to ensure that clinical training continued to meet the Health Professions Council of South Africa’s regulations and patients received effective clinical care. The purpose of this study was to investigate online clinical training and supervision to inform current and future training and clinical care provision in SLH professions. Methodology: A scoping review was conducted using the Arksey and O'Malley (2005) framework. The electronic bibliographic databases Science Direct, PubMed, Scopus, MEDLINE, and ProQuest were searched to identify publications about online clinical training and supervision and their impact on clinical service during COVID-19. Selection and analysis were performed by three independent reviewers using pretested forms. Results and Conclusions: The findings revealed important benefits of teletraining and telepractice with potential application to South African clinical training and service provision. Five themes emerged: (1) practice produces favorable outcomes, (2) appreciation for hybrid models of training and service delivery, (3) cost effectiveness is a “big win” (4) internationalization of remote clinical training and service provision, and (5) comparable modality outcomes. These findings may have significant implications for teletraining and telepractice in low-and-middle income countries (LMICs) in the COVID-19 era and beyond, wherein demand versus capacity challenges (e.g., in human resources) persist. Current findings highlight the need for SLH training programmes to foster a hybrid clinical training model. Few studies were conducted in LMICs, indicating a gap in such research.

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Section: Studies Examined Contexts and Recommendationssupporting

confidence: 54%

Section: Resultsmentioning

confidence: 99%

Section: Practice Makes Perfectmentioning

confidence: 91%

Section: Studies Examined Contexts and Recommendationsmentioning

confidence: 99%

mentioning

confidence: 99%

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Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

2021

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Disparities in Emergency Department Wait Time Among Patients with Mental Health and Substance-Related Disorders

Opoku

Apenteng

Akowuah

et al. 2017

J Behav Health Serv Res

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This study examined disparities in emergency department (ED) wait time for patients with mental health and substance-related disorders (PwMHSDs), using data from the 2009-2011 National Hospital Ambulatory Medical Care Survey (NHAMCS). Wait time was defined as the time between arrival at ED and being seen by an ED provider. Results from multivariable regression models show racial disparities, with non-Hispanic Black PwMHSDs experiencing longer ED wait time, compared to non-Hispanic White PwMHSDs. A temporal decline in ED wait time was also observed over the study period. The findings of this study have implications for informing the development of policies tailored at facilitating the delivery of equitable emergency care services to all PwMHSDs.

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Clinical Supervision Postpandemic: Providing a Continuity of Care and Supervision Using Zoom in the University Clinic Setting

Bitetti,

Santarlas,

Costello-Yacono

2024

Perspect ASHA SIGs

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Purpose: The COVID-19 pandemic necessitated the shift to telepractice by university clinics. Supervision then occurred through Zoom or other videoconferencing platforms. Although clinics have returned to in-person services, the use of telepractice still continues as a preferred form of service delivery for many clients. However, providing both telepractice and in-person supervision in one university clinic can present many challenges. This article describes how one pro bono university clinic is resolving supervisor observation issues and space limitations by implementing a cohesive, low-cost Zoom observation system that is used with both in-person and telepractice clients. Method: The history of the previous observation system is provided along with the factors that necessitated the shift to the videoconferencing platform. The authors describe the configuration of the clinic rooms, the equipment needed to implement a similar observation system, and recommendations for getting started. This article also discusses the benefits and challenges of using the Zoom observation system for supervision with graduate student clinicians and their clients. Conclusion: The information is relevant to programs seeking to implement an effective low-cost observation system for training graduate students in a university clinic.

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A Pedagogical Note: Use of Telepractice to Link Student Clinicians to Diverse Populations

Cited by 12 publications

References 6 publications

Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

Disparities in Emergency Department Wait Time Among Patients with Mental Health and Substance-Related Disorders

Clinical Supervision Postpandemic: Providing a Continuity of Care and Supervision Using Zoom in the University Clinic Setting

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