Defining interdisciplinary competencies for audiological rehabilitation: findings from a modified Delphi study

Xue, Lina; Bot, Gaëlle Le; Petegem, Wim Van; Wieringen, Astrid Van

doi:10.1080/14992027.2017.1406156

Cited by 9 publications

(8 citation statements)

References 30 publications

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“…As one expert commented, "A hearing disability is never only the problem of an individual person but also a problem for all those living and working with these individuals. (Re)Habilitation will never be successful without keeping attention and working on the whole social context" [36] (p. 9). Linked to clinical services [37], conscientiousness is linked to a commitment to lifelong learning [38].…”

Section: The Speech-related Field and Lifelong Learningmentioning

confidence: 99%

“…Building clinician expertise for SLPs and audiologists including professional development [35] and lifelong learning fits with the scope of evidence-based practice [35]. A commitment to lifelong learning is expected [12,38], and SLPs and audiologists should be given the opportunity to update their knowledge and skills [34], including skills for working in an interdisciplinary environment [36]. An interdisciplinary competency framework was developed that is seen to enable the person to identify whether they need to update their competencies in order to be able to work in an interdisciplinary way [36].…”

Section: Lifelong Learning and Professional Developmentmentioning

confidence: 99%

“…A commitment to lifelong learning is expected [12,38], and SLPs and audiologists should be given the opportunity to update their knowledge and skills [34], including skills for working in an interdisciplinary environment [36]. An interdisciplinary competency framework was developed that is seen to enable the person to identify whether they need to update their competencies in order to be able to work in an interdisciplinary way [36]. Continual learning, lifelong learning and professional development for SLPs and audiologists enables the professionals to provide safe and competent care [13,16,33] and to advocate on behalf of their clients [13,14].…”

Section: Lifelong Learning and Professional Developmentmentioning

confidence: 99%

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Role and Scope Coverage of Speech-Related Professionals Linked to Neuro-Advancements within the Academic Literature and Canadian Newspapers

Villamil

Wolbring

2019

Education Sciences

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Speech-related professionals such as speech language pathologists (SLPs) and audiologists make use of neuro-advancements including neurotechnologies such as cochlear implants (CIs), brain-computer interfaces, and deep brain stimulation. Speech-related professionals could occupy many roles in relation to their interaction with neuro-advancements reflecting the roles expected of them by their professional organizations. These roles include: service provider, promoter of neuro-products such as CIs, educator of others, neuro-related knowledge producer and researcher, advocates for their fields and their clients in relation to neuro-advancements, and influencers of neuro-policy, neuroethics and neuro-governance discussions. Lifelong learning, also known as professional development, is used as a mechanism to keep professionals up to date on knowledge needed to perform their work and could be used to support the fulfillment of all the roles in relation to neuro-advancements. Using 300 English language Canadian newspapers and academic articles from SCOPUS and the 70 databases of EBSCO-Host as sources, we found that the neuro-advancement content linked to speech-related professionals centered around CIs and brain computer interfaces, with other neuro-technologies being mentioned much less. Speech-related professionals were mostly mentioned in roles linked to clinical service provision, but rarely to not at all in other roles such as advocate, researcher or influencer of neuroethics and neuro-governance discussions. Furthermore, lifelong learning was not engaged with as a topic. The findings suggest that the mentioning of and engagement with roles of speech-related professionals linked to neuro-advancements falls short given the expectations of roles of speech-related professionals for example. We submit that these findings have implications for the education of speech-related professionals, how others perceive the role and identity of speech-related professionals, and how speech-related professionals perceive their own role.

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Section: The Speech-related Field and Lifelong Learningmentioning

confidence: 99%

Section: Lifelong Learning and Professional Developmentmentioning

confidence: 99%

Section: Lifelong Learning and Professional Developmentmentioning

confidence: 99%

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Role and Scope Coverage of Speech-Related Professionals Linked to Neuro-Advancements within the Academic Literature and Canadian Newspapers

Villamil

Wolbring

2019

Education Sciences

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“…Studies of inter-and transdisciplinary (ITD) research teams indicate that team members struggle to combine knowledge (Cairns et al, 2020;Killion et al, 2018;National Academy of Sciences, 2004;National Research Council, 2015;Pennington, 2008;Roy et al, 2013;Stokols et al, 2008;Xue et al, 2018Xue et al, , 2020. A primary goal early in the life of an SES research team must be to confront the extreme cognitive distance between team members so that social learning is enhanced (Cairns et al, 2020;Fiore et al, 2010;Fiore & Schooler, 2004;Fiore & Wiltshire, 2016;Hall et al, 2018;Pennington et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Learning across disciplines in socio-environmental problem framing

Pennington

Vincent

Gosselin

et al. 2021

SESMO

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Modelling complex socio-environmental problems requires integration of knowledge across disparate fields of expertise. A key challenge is understanding how social learning across disciplines occurs in scientific research teams, in order that integrated knowledge is co-created. This article introduces a new framework for training researchers to integrate their knowledge across disciplines, based on current understanding of how inter- and transdisciplinary learning in research teams occurs. The framework was generated from a synthesis of learning, cognitive, and social science theories, and combines facilitated, structured negotiation processes with co-creation of boundary objects. It was used in two, 9 to 10-day intensive training workshops for doctoral students. This article describes the framework, workshop design, analysis of data collected during the workshops related to knowledge integration processes, what has been learned from the results, and the impact on participants. All participants indicated the experience was transformative, provided knowledge and skills unavailable elsewhere, filled gaps in their graduate education programs, and improving confidence in their capacity for inter- and transdisciplinary research. Pre- and post-workshop surveys confirm that the framework changed participants’ knowledge, behaviors, and competencies for engaging across disciplines. Many students have reported they have used the framework in a variety of other research and education settings, indicating they are able to transfer their new competencies to other contexts. Findings contribute to understanding of how to more effectively train researchers to integrate knowledge across disciplines for complex societal problem solving.

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“…Furthermore, it is stated that SLPs and AUs need to engage in the ongoing education of emerging innovation of cochlear implants to better serve their clients [52]. LL mechanisms can therefore provide SLPs and AUs the appropriate knowledge to update their competencies and provide care for individuals [95]. As Xue et al, (2018) commented, "A hearing disability is never only the problem of an individual person but also a problem for all those living and working with these individuals.…”

Section: Lifelong Learning Of Slps and Aus As Professionals And Activ...mentioning

confidence: 99%

Influencing discussions and use of neuroadvancements as professionals and citizens: Perspectives of Canadian speech-language pathologists and audiologists

Villamil

Wolbring

2022

WOR

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BACKGROUND: Early involvement of stakeholders in neuroethics and neurogovernance discourses of neuroscientific and neurotechnological advancements is seen as essential to curtail negative consequences. Speech-language pathologists (SLPs) and audiologists (AUs) make use of neuroadvancements including cochlear implants, brain-computer interfaces, and deep-brain stimulation. Although they have a stake in neuroethics and neurogovernance discussions, they are rarely mentioned in having a role, whether as professionals or as citizens. OBJECTIVE: The objective of the study was to explore the role of SLPs and AUs as professionals and citizens in neuroethics and neurogovernance discussions and examine the utility of lifelong learning mechanisms to learn about the implications of neuroadvancements to contribute in a meaningful way to these discussions. METHODS: Semi-structured interviews conducted with 7 SLPs and 3 AUs were analyzed using thematic analysis. RESULTS: Participants stated that their roles expected from them as professionals and as citizens indicate the importance to be knowledgeable on ethical, legal, and social implications of neuroadvancements and that lifelong learning is not used to learn about these implications. CONCLUSION: More must be done to facilitate the participation of SLPs and AUs in neuroethics and neurogovernance discussions, which would enrich the neuroethics and neurogovernance discourses benefitting patients, professionals, and the public.

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Defining interdisciplinary competencies for audiological rehabilitation: findings from a modified Delphi study

Abstract: This study reveals insights into the interdisciplinary competencies that are unique for AR. The framework will be useful for educators in developing interdisciplinary programmes as well as for professionals in considering their lifelong training needs in AR.

Cited by 9 publications

References 30 publications

Role and Scope Coverage of Speech-Related Professionals Linked to Neuro-Advancements within the Academic Literature and Canadian Newspapers

Role and Scope Coverage of Speech-Related Professionals Linked to Neuro-Advancements within the Academic Literature and Canadian Newspapers

Learning across disciplines in socio-environmental problem framing

Influencing discussions and use of neuroadvancements as professionals and citizens: Perspectives of Canadian speech-language pathologists and audiologists

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