Graduate Students’ Clinical Self-Efficacy: Impact of an Intensive Cleft Lip and Palate Clinical Practicum

Baigorri, Miriam; Crowley, Catherine; Sommer, Chelsea L.; Baquero, Jessica; Moya‐Galé, Gemma

doi:10.1177/1525740120942463

Cited by 4 publications

(3 citation statements)

References 17 publications

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“…This course may address the need to provide quality services and increase the number of trained SLPs in cleft palate habilitation internationally. 43 …”

Section: Discussionmentioning

confidence: 99%

“…Even without an opportunity to take an in-person train-the-trainer course, by passing the online course, professionals can present the certificate and show that they have some foundational knowledge and skills for cleft palate speech therapy. This course may address the need to provide quality services and increase the number of trained SLPs in cleft palate habilitation internationally 43 …”

Section: Discussionmentioning

confidence: 99%

“…This course may address the need to provide quality services and increase the number of trained SLPs in cleft palate habilitation internationally. 43 Additionally, efforts have been made to develop the profession of SLP in LMICs. For example, the University of Ghana initiated a Masters of Speech-Language Therapy program in September 2016.…”

Section: Access To Local Speech Providersmentioning

confidence: 99%

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Barriers and Resources to Cleft Lip and Palate Speech Services Globally: A Descriptive Study

Baigorri

Crowley

Sommer

et al. 2021

Journal of Craniofacial Surgery

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Background: Although a number of international cleft organizations and cleft professionals in low- and middle-income countries (LMICs) have built and supported comprehensive cleft care and speech therapy models to address the shortage of speech services in LMICs, the specific speech needs of individuals with cleft lip and palate (CLP) in such countries remain unknown. The objective of this study was to evaluate the barriers to accessing speech services for patients with CLP as well as the resources and models of speech services that are currently available for individuals with CLP in LMICs, with the goal of better understanding the needs of this population. Methods: Qualitative and quantitative methods consisted of Smile Train partner surveys that were distributed June 25th to July 31st, 2018 worldwide. Surveys were distributed through Smile Train's online medical database, Smile Train Express, which every Smile Train partner uses to report their Smile Train sponsored treatment outcomes. A total of 658 Smile Train partners responded to the surveys. Respondents included surgeons, speech therapists, orthodontists, administrators and nurses who represented non-governmental organizations, hospitals (private or public), hospital groups, and private clinics. Results: Results indicated that lack of resources, including access to local speech providers and language materials, as well as financial constraints such as patient travel and speech treatment costs, are the most commonly reported barriers to accessing speech services across all geographic regions surveyed. Conclusions: Improving access to CLP speech services in LMICs may require strategies that address lack of speech providers, language materials, and financial constraints.

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“…This course may address the need to provide quality services and increase the number of trained SLPs in cleft palate habilitation internationally. 43 …”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Access To Local Speech Providersmentioning

confidence: 99%

See 1 more Smart Citation

Barriers and Resources to Cleft Lip and Palate Speech Services Globally: A Descriptive Study

Baigorri

Crowley

Sommer

et al. 2021

Journal of Craniofacial Surgery

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The Development of Clinical Self-Efficacy in Speech-Language Pathology Graduate Training: A Longitudinal Study

McBride

2022

Am J Speech Lang Pathol

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Purpose: The study examined the development of speech-language pathology (SLP) trainee clinical self-efficacy (CSE)—defined as an individual's confidence in performing tasks related to speech and language assessment and intervention—over the course of graduate clinical training. The study also examined the relationship between preprogram experience and CSE as well as the relationship between trainee self-efficacy and clinical performance. Method: Participants, two cohorts of full-time SLP graduate trainees ( N = 75), completed a novel SLP-specific measure of CSE at the beginning, middle, and end of a 2-year master's program and provided background information and access to practicum evaluations. Results: CSE increased significantly at each point of assessment ( p < .001). Students reported lower levels of self-efficacy for tasks related to evaluation compared to administration/report writing, collaboration, communication, and counseling ( p < .001). Results also showed lower levels of intervention-related CSE compared to collaboration ( p < .001) communication and counseling ( p < .05). The variability in task-specific confidence decreased as training progressed; however, students' confidence in their evaluation skills continued to be lower relative to administration/report writing ( p < .05) and collaboration ( p < .01). Participants' prior clinical experience and preprogram training did not predict CSE; however, trainees with an undergraduate Communication Disorders (CD) major reported greater end-of-program self-efficacy than non-CD majors ( p < .05). Trainee CSE was not found to be related to instructors' assessment of clinical performance. Conclusion: Findings provided preliminary insights into the nature and development of SLP-specific CSE over the course of graduate training and point to the potential pedagogical value of further examining factors associated with graduate trainee CSE in the context of clinical education.

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Increasing Student Self-Efficacy in Aphasia Through a Simulated Escape Room

Tinsley,

Stead,

Halladay

2024

Perspect ASHA SIGs

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Purpose: This study aimed to explore students' learning outcomes as a result of participating in a simulated aphasia escape room related to (a) the development of aphasia assessment and treatment self-efficacy, (b) students' perceptions of the experience, and (c) overall student performance on escape room tasks. Method: Thirty-six first-year graduate students were guided through simulation procedures, including prelearning, prebrief, simulation, and debriefing for an educational escape room with puzzles related to aphasia knowledge and skills. Assessment measures for student outcomes included pre- and postsimulation self-efficacy surveys, a survey for instructor feedback, and clinical educator judgment of student completion of escape room tasks. Results: The students' self-efficacy ratings, pre- and postsimulation, were assessed using paired-samples t tests. In addition, central tendency and dispersion measures were computed for specific items assessing the students' perception of the simulation. Students demonstrated a statistically significant increase in self-efficacy across all targeted tasks. Student survey responses overall were favorable toward the simulated escape room experience and provided constructive feedback for design improvements. Conclusions: Escape room simulations have the pedagogical ability to expose students to low-stakes clinical tasks and require them to evaluate their own experiences within the clinical simulation. In addition, the gamified atmosphere of the escape room positively contributes to student learning. This work has implications for student teaching and training and the potential for carryover to clinical contexts to improve effective communication, assessment, and treatment skills for patients with aphasia in early career speech-language pathologists.

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Graduate Students’ Clinical Self-Efficacy: Impact of an Intensive Cleft Lip and Palate Clinical Practicum

Cited by 4 publications

References 17 publications

Barriers and Resources to Cleft Lip and Palate Speech Services Globally: A Descriptive Study

Barriers and Resources to Cleft Lip and Palate Speech Services Globally: A Descriptive Study

The Development of Clinical Self-Efficacy in Speech-Language Pathology Graduate Training: A Longitudinal Study

Increasing Student Self-Efficacy in Aphasia Through a Simulated Escape Room

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