Clinical Education Outcomes and Research Directions in Speech-Language Pathology: A Scoping Review

Wolford, George W.; Brannick, Schea Fissel; Strother, Sarah

doi:10.30707/tlcsd5.2.1624983591.656565

Cited by 4 publications

(1 citation statement)

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“…Thus, we may not be fully capturing the variability in student confidence with VNeST or general SLP skills using these few questions. Future studies are needed to validate and improve upon the ACCRS as well as develop general purpose confidence measures for the field because low confidence is a known barrier to entry-level practice (Finch et al, 2013;Wolford et al, 2021).…”

Section: Confidencementioning

confidence: 99%

How does training format and clinical education model impact fidelity and confidence in a speech-language pathology rotation?

Wolford,

Wash,

McMillon

et al. 2023

Adv in Health Sci Educ

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Clinical education rotations typically involve an initial training phase followed by supervised clinical practice. However, little research has explored the separate contributions of each component to the development of student confidence and treatment fidelity. The dual purpose of this study was to compare the impact of clinical training format (synchronous vs. asynchronous) and education model (traditional vs. collaborative) on student confidence and treatment fidelity. Thirty-six speech-language pathology graduate students completed this two-phase study during a one-term clinical rotation. Phase 1 investigated the impact of training condition (synchronous, asynchronous guided, asynchronous unguided) on student confidence and treatment fi delity. Phase 2 ex plored th e impact of education model (traditional vs. collaborative) on student confidence and treatment fidelity. Treatment fidelity was measured at the conclusion of Phases 1 and 2. Students rated their confidence at sixtime points throughout the study. Our results indicate that training condition did not differentially impact student confidence or treatment fidelity; however, education model did: students in the collaborative education model reported increased confidence compared to students in the traditional education model. Students in the collaborative education model also trended towards having higher treatment fidelity than students in the traditional education model. These results demonstrate that pre-clinical trainings can be effective in several different formats provided they cover the discrete skills needed for the clinical rotation. While preliminary, our results further suggest that students may benefit from working with peers during their clinical rotations.

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Section: Confidencementioning

confidence: 99%

How does training format and clinical education model impact fidelity and confidence in a speech-language pathology rotation?

Wolford,

Wash,

McMillon

et al. 2023

Adv in Health Sci Educ

View full text Add to dashboard Cite

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“Getting Back Into School Mode”: Experiences of Former Speech-Language Pathology Assistants in Graduate School

Wolford

Brannick

et al. 2022

Perspect ASHA SIGs

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Purpose: The purpose of this article is to describe the speech-language pathology master's program experience for two groups of students: students with former speech-language pathology assistant (SLPA) experience (fSLPA) and students without SLPA experience (nSLPA). Results are relevant to current SLPAs who are considering attending graduate school and university faculty members involved in program design. Method: A survey was distributed electronically to students nationwide. The survey included both Likert-style questions and open-ended responses. A total of 85 student responses were included in data, 43 fSLPAs and 42 nSLPAs. Qualitative and quantitative results were analyzed separately and then synthesized together in a mixed-methods analysis. Results: Although the study was not designed to directly measure stressors, bottom-up qualitative analysis resulted in a framework of internal and external stressors, internal and external supports, and learning and growing. Stressors and supports were described by participants as intertwined, and a given event (e.g., the start of clinical rotations) did not map neatly to stressors or supports for all participants. fSLPAs reported higher perceptions of clinical success, feeling different than their peers, and the perception that fSLPAs were more successful in graduate school. Taken together, these results converged to develop seven findings. For instance, one finding was that, although both groups reported external and internal stressors, the specific stressors somewhat varied by group. Conclusions: Findings are discussed in relation to transformational learning theory and prior works on stress within the field. Implications for program development and prospective speech-language pathology graduate students are discussed.

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The Acquisition of Static and Dynamic Intervention Skills by Graduate Speech-Language Pathology Students

Wolford,

Wash,

Stowers

et al. 2024

Am J Speech Lang Pathol

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Purpose: Speech-language pathology programs use simulated learning experiences (SLEs) to teach graduate student clinicians about fidelity to therapeutic interventions, including static skills (clinical actions that are delivered in a prespecified way regardless of the client's behavior) and dynamic skills (contingent responses formulated in response to a client's behavior). The purpose of this study was to explore student learning of static and dynamic skills throughout SLEs and live clinical practice. Method: Thirty-three speech-language pathology graduate students participated in this study. Students were first trained to deliver an intervention before having their treatment fidelity measured at three time points: an initial SLE, actual clinical practice, and a final SLE. Treatment fidelity was first summarized using an overall accuracy score and then separated by static and dynamic skills. We hypothesized that (a) overall accuracy would increase from the initial simulation to treatment but remain steady from treatment to the final simulation and that (b) students would acquire dynamic skills more slowly than static skills. Results: In line with our hypotheses, students' overall accuracy improved over time. Although accuracy for static skills was mostly established after the first simulation, dynamic skills remained less accurate, with a slower acquisition timeline. Conclusions: These results demonstrate that SLEs are efficacious in teaching students the clinical skills needed for actual clinical practice. Furthermore, we show that dynamic skills are more difficult for students to learn and implement than static skills, which suggests the need for greater attention to dynamic skill acquisition during clinical education.

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Clinical Education Outcomes and Research Directions in Speech-Language Pathology: A Scoping Review

Cited by 4 publications

References 0 publications

How does training format and clinical education model impact fidelity and confidence in a speech-language pathology rotation?

How does training format and clinical education model impact fidelity and confidence in a speech-language pathology rotation?

“Getting Back Into School Mode”: Experiences of Former Speech-Language Pathology Assistants in Graduate School

The Acquisition of Static and Dynamic Intervention Skills by Graduate Speech-Language Pathology Students

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