Exploring the impact of stuttering simulation-based learning and personality traits on clinical self-efficacy and professional interest among speech–language pathology students

IF 1.5 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

International Journal of Language & Communication Disorders Pub Date : 2024-09-12 DOI:10.1111/1460-6984.13112

Adi Zloof Golombick, Gil Zukerman, Michal Icht

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引用次数: 0

Abstract

Background

Research suggests that participating in a stuttering simulation-based learning (SBL) program could help speech–language pathology (SLP) students feel more at ease, less nervous and more capable while interacting with people who stutter. Personality traits may influence SLP students’ self-efficacy beliefs as well as their level of interest in working with clients who stutter. In particular, we suggest that the combination of low neuroticism and high extraversion, previously linked with a more outgoing, emotionally stable and social personality, may enhance self-efficacy.

Aims

To examine the impact of participating in a stuttering SBL program on clinical self-efficacy (CSE) in managing stuttering therapy among SLP students, as well as its influence on their interest in working with fluency disorders and their associations with personality dimensions. The study also evaluated satisfaction with the SBL experience.

Methods & Procedures

SLP students (n = 49) underwent a fluency disorders academic course, self-reported on CSE, and had an interest in working in the field of stuttering and NEO-Five-Factor Inventory (NEO-FFI). Post-stuttering SBL program participation, CSE and level of interest in practice of stuttering were reassessed. Satisfaction with the simulation was also gauged.

Outcomes & Results

Students interested in working with fluency disorders scored lower in neuroticism and higher in extraversion than their uninterested counterparts. Before the SBL activity, interest ratings were negatively correlated with neuroticism and positively correlated with extraversion. Pre-SBL neuroticism was negatively correlated with CSE. Following the SBL activity, increased CSE and interest in working with fluency disorders were evident, indicating robust and medium effects of the simulation on those indices, respectively. Post-SBL neuroticism was also negatively correlated with CSE. Overall, participants reported high satisfaction with the SBL experience.

Conclusions & Implications

The study suggests SBL is an effective tool for enhancing motivation to work with fluency disorders. Consideration of personality traits and professional interests in designing educational interventions for SLP students, along with tailoring approaches to individual differences, may enhance learning outcomes. The study also highlights the need to differentiate between CSE and objectively assessed clinical competence and the fact that professional development is influenced by various factors. Nonetheless, the positive correlations between personality traits, CSE and satisfaction emphasize the potential of SBL programs in shaping not only clinical skills but also the attitudes and preferences of future SLPs.

WHAT THIS PAPER ADDS

What is already known on this subject

SLPs in the field of stuttering therapy reportedly experience low levels of comfort and professional confidence, possibly due to insufficient clinical experience. According to earlier research, taking part in SBL programs may elevate the CSE of SLP students and help them feel more confident about treating people with stuttering.

What this study adds to the existing knowledge

In addition to showing the beneficial effects of an SBL activity on SLP students’ self-efficacy and interest in working in stuttering therapy, our research shows a significant relationship between personality traits and CSE. Specifically, the combination of high extraversion and low neuroticism was found to be associated with higher CSE and higher levels of satisfaction from the SBL.

What are the potential or actual clinical implications of this work?

The study shows that SBL is an effective tool for enhancing motivation to work with fluency disorders. Overall, students who exhibit high extraversion and low neuroticism show higher levels of CSE, greater motivation in stuttering treatment, and higher levels of SBL stratification. Development of future SBL activities and other educational interventions should take into consideration such personality traits, to enhance learning outcomes.

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探讨口吃模拟学习和人格特质对言语病理学学生临床自我效能感和专业兴趣的影响

背景研究表明，参加口吃模拟学习（SBL）项目可以帮助言语病理学（SLP）专业的学生在与口吃患者互动时感到更自在、更不紧张、更有能力。人格特质可能会影响语言病理学学生的自我效能感以及他们对口吃患者工作的兴趣程度。目的研究参加口吃SBL项目对SLP学生管理口吃治疗的临床自我效能感（CSE）的影响，以及对他们从事流利障碍工作的兴趣及其与人格维度的关联的影响。该研究还评估了对 SBL 体验的满意度。方法和步骤SLP 学生（n = 49）参加了口吃障碍学术课程，自我报告了 CSE，并对口吃领域的工作和 NEO-Five-Factor Inventory（NEO-FFI）产生了兴趣。参加口吃 SBL 项目后，对 CSE 和对口吃实践的兴趣水平进行了重新评估。结果& Results与不感兴趣的学生相比，对流利障碍工作感兴趣的学生在神经质方面得分较低，而在外向性方面得分较高。在进行 SBL 活动之前，兴趣评分与神经质呈负相关，而与外向性呈正相关。SBL 活动前的神经质与 CSE 呈负相关。在 SBL 活动之后，CSE 和对处理流畅性障碍的兴趣明显增加，这分别表明模拟对这些指数产生了强有力的和中等程度的影响。SBL 后的神经质也与 CSE 呈负相关。总体而言，参与者对 SBL 体验的满意度很高。在为 SLP 学生设计教育干预措施时，考虑个性特征和专业兴趣，并根据个体差异量身定制方法，可以提高学习效果。该研究还强调了区分 CSE 和客观评估的临床能力的必要性，以及专业发展受各种因素影响的事实。尽管如此，人格特质、CSE 和满意度之间的正相关性强调了 SBL 课程在塑造未来口吃治疗师的临床技能以及态度和偏好方面的潜力。本研究对现有知识的补充除了显示 SBL 活动对口吃治疗专业学生的自我效能感和工作兴趣的有益影响外，我们的研究还显示了人格特质与 CSE 之间的显著关系。具体来说，高外向性和低神经质的组合被发现与较高的 CSE 和较高的 SBL 满意度相关。这项工作的潜在或实际临床意义是什么？这项研究表明，SBL 是一种有效的工具，可以提高学生治疗流利障碍的积极性。总体而言，表现出高外向性和低神经质的学生表现出更高的 CSE 水平、更强的口吃治疗动机和更高的 SBL 分层水平。未来的 SBL 活动和其他教育干预措施的开发应考虑到这些人格特质，以提高学习效果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Language & Communication Disorders AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-REHABILITATION

CiteScore

3.30

自引率

12.50%

发文量

116

审稿时长

6-12 weeks

期刊介绍： The International Journal of Language & Communication Disorders (IJLCD) is the official journal of the Royal College of Speech & Language Therapists. The Journal welcomes submissions on all aspects of speech, language, communication disorders and speech and language therapy. It provides a forum for the exchange of information and discussion of issues of clinical or theoretical relevance in the above areas.