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

IF 0.7 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly Pub Date : 2021-08-01 DOI:10.1177/1525740120942463

Miriam Baigorri, C. Crowley, Chelsea L. Sommer, Jessica Baquero, Gemma Moya-Galé

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引用次数: 1

Abstract

This study aimed to examine self-efficacy as graduate students gained clinical skills during an intensive international cleft lip and palate (CLP) clinical practicum. A total of 17 graduate students in the Communication Sciences and Disorders program at Teachers College (TC), Columbia University, participated in a CLP clinical practicum for 5 days and completed a self-efficacy survey that measured their confidence in evaluation, treatment, and professional behavior at the beginning and end of their CLP clinical practicum. Clinical supervisors answered questions regarding graduate students’ performance at the end of their CLP clinical practicum. A significant pre-to-post-practicum group effect was found for all dependent variables under the self-efficacy evaluation and treatment categories. Supervisors’ perceptions of students’ initial performance and progression were overall consistent with the students’ ratings of self-efficacy. This intensive practicum program for CLP may be an effective way to increase graduate students’ experiences in working with children with CLP.

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研究生临床自我效能感:唇腭裂强化临床实习的影响

本研究旨在检验研究生在强化的国际唇腭裂临床实习中获得临床技能时的自我效能感。哥伦比亚大学师范学院（TC）传播科学与障碍项目共有17名研究生参加了为期5天的CLP临床实习，并完成了一项自我效能感调查，测量了他们在CLP临床实习开始和结束时对评估、治疗和职业行为的信心。临床导师在CLP临床实习结束时回答了有关研究生表现的问题。在自我效能评估和治疗类别下，所有因变量都存在显著的实习前后群体效应。导师对学生最初表现和进步的看法与学生的自我效能感评分总体一致。这种针对CLP的强化实习计划可能是增加研究生与CLP儿童合作经验的有效方法。

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

Communication Disorders Quarterly REHABILITATION-

CiteScore

1.90

自引率

0.00%

发文量

期刊介绍： Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.