Teaching and Learning in Communication Sciences and Disorders最新文献_第2页

Student Perceptions of a Simulated Clinical Experience: A Pilot Study 学生对模拟临床经验的感知:一项初步研究

Teaching and Learning in Communication Sciences and Disorders Pub Date : 1900-01-01 DOI: 10.30707/TLCSD5.1.1624982519.538001

H. Elliott, K. Brumbaugh

{"title":"Student Perceptions of a Simulated Clinical Experience: A Pilot Study","authors":"H. Elliott, K. Brumbaugh","doi":"10.30707/TLCSD5.1.1624982519.538001","DOIUrl":"https://doi.org/10.30707/TLCSD5.1.1624982519.538001","url":null,"abstract":"Purpose: The purpose of this qualitative study was to document the experience of using a computer-based simulated (Simucase, 2019) learning opportunity in a Master of Science in speech-language pathology program. Method: Focus groups were held utilizing a semi-structured interview format. Themes were identified using a qualitative methodological approach. Participants were first year graduate students (N=10) that were interviewed after completing an eight-week simulated learning opportunity. Results: Seven themes emerged from the data. The themes were as follows: setup of the computer-based simulation, the incorporation of computer-based simulation in courses, supplemental information that assisted in development of clinical knowledge, increased knowledge of assessments and testing procedures, authenticity, confusion regarding feedback and how to benefit more from computer-based simulation. Conclusions: Results were consistent with previous literature in simulated learning. Students reported positive and negative feelings regarding the computer-based simulated experience. The simulated learning experience resulted in overall positive perceptions for using stimulation to improve familiarity with assessments and understanding testing procedures.","PeriodicalId":202254,"journal":{"name":"Teaching and Learning in Communication Sciences and Disorders","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130213989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Pilot Study Investigating the Effect of the Supervision-Questioning-Feedback Model of Supervision on Stimulating Critical Thinking in Speech-Language Pathology Graduate Students 监督-提问-反馈监督模式对语言病理学研究生批判性思维培养效果的初步研究

Teaching and Learning in Communication Sciences and Disorders Pub Date : 1900-01-01 DOI: 10.30707/tlcsd5.1.1624982519.507364

Samantha J. Dalessio, Nancy J. Carlino, Mary G. Barnum

{"title":"A Pilot Study Investigating the Effect of the Supervision-Questioning-Feedback Model of Supervision on Stimulating Critical Thinking in Speech-Language Pathology Graduate Students","authors":"Samantha J. Dalessio, Nancy J. Carlino, Mary G. Barnum","doi":"10.30707/tlcsd5.1.1624982519.507364","DOIUrl":"https://doi.org/10.30707/tlcsd5.1.1624982519.507364","url":null,"abstract":"Purpose The purpose of this study was to investigate the effect of the supervision-questioning-feedback (SQF) model of supervision on critical thinking in graduate students studying speech-language pathology. The researchers hypothesized that students who were provided with the SQF model of supervision would score higher than students who received the non-SQF (NSQF) style of supervision on the selected critical thinking measures. Method Seventeen out of 24 first semester graduate students in speech-language pathology completing their on-site university-based clinical practicum experience consented to participate in the study. Of the 17 participating first semester students, 9 were randomly assigned to 1 of 3 SQF trained supervisors, and the other 8 were randomly assigned to 1 of 2 NSQF trained supervisors for the duration of 1 semester. Additionally, 3 out of 24 fourth semester graduate students completing their off-site externship experience and their supervisors consented to participate in the study. Four additional study participants served as independent SQF-trained raters charged with the task of analyzing video recorded student-supervisor conferences to determine whether the SQF model of supervision was being implemented. Prior to and at the conclusion of the clinical experience, all participating students completed two measures of critical thinking: (1) California Critical Thinking Skills Test (CCTST) and (2) two Simucase® clinical simulations. At the conclusion of the clinical experience, seventeen out of 20 participating students (11/12 SQF students and 6/8 NSQF students) completed a post-survey rating their supervisory experience . Results For participating first semester students, there were no overall statistically significant differences between SQF and NSQF groups as measured by pre to post completion of (1) CCTST (p=.544) and (2) two Simucase® clinical simulations (p=.781). The 3 participating fourth semester students who received the SQF model of supervision also showed no statistically significant differences on pre to post completion of the (1) CCTST (p=.827) and (2) two Simucase® virtual cases (p=.879). Results from SQF ratings revealed variability in the implementation of the SQF model across supervisors with a moderate level of inter-rater agreement. Results from post surveys completed by students showed that students preferred the SQF model of supervision over the NSQF model (p=.044). Conclusion Results from this preliminary study indicated that the SQF model did not influence the overall outcomes on the selected critical thinking measures. Student preference for the SQF model may support existing evidence that learning clinicians want to be actively engaged in the supervisory process. There were several limitations to this study including the small sample size, variability in the implementation of the SQF model across supervisors, sensitivity of the selected critical thinking measures, and timing of post-intervention proced","PeriodicalId":202254,"journal":{"name":"Teaching and Learning in Communication Sciences and Disorders","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127554915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Using Ability Grouping to Examine the Effects of Differentiated Instruction in an Undergraduate Course in Communication Sciences & Disorders 运用能力分组法考察差别化教学在交际科学与障碍本科教学中的效果

Teaching and Learning in Communication Sciences and Disorders Pub Date : 1900-01-01 DOI: 10.30707/tlcsd6.1.1649037808.600819

引用次数: 0

Doing Our Work: Addressing Racially Based Conflict in Communication Sciences and Disorders Programs 做我们的工作:解决传播科学和障碍项目中基于种族的冲突

Teaching and Learning in Communication Sciences and Disorders Pub Date : 1900-01-01 DOI: 10.30707/tlcsd5.3.1649037688.74434

Brandi L. Newkirk-Turner

引用次数: 0

Vocabulary & Academic Success in University Undergraduate Students 大学生词汇与学业成就

Teaching and Learning in Communication Sciences and Disorders Pub Date : 1900-01-01 DOI: 10.30707/tlcsd6.2.1660595992.600476

引用次数: 0

Examining the Item-level Psychometric Properties of the Self-Efficacy Questionnaire (SEQ) for Students in Communication Sciences and Disorders 交际科学与障碍专业学生自我效能感问卷(SEQ)项目层面的心理测量特征研究

Teaching and Learning in Communication Sciences and Disorders Pub Date : 1900-01-01 DOI: 10.30707/tlcsd7.1.1675490380.822091

引用次数: 0

Perceptions of Immediate Written Feedback Provided to SLP Graduate Clinicians During Tele-Therapy Sessions 在远程治疗期间提供给SLP毕业生临床医生的即时书面反馈的感知

Teaching and Learning in Communication Sciences and Disorders Pub Date : 1900-01-01 DOI: 10.30707/tlcsd5.2.1624983591.646431

Darya Hinman, S. Patten, M. Namazi

{"title":"Perceptions of Immediate Written Feedback Provided to SLP Graduate Clinicians During Tele-Therapy Sessions","authors":"Darya Hinman, S. Patten, M. Namazi","doi":"10.30707/tlcsd5.2.1624983591.646431","DOIUrl":"https://doi.org/10.30707/tlcsd5.2.1624983591.646431","url":null,"abstract":"Given the status of clinical practice and the heavy reliance on technology due to COVID-19, it is important to investigate clinical supervision practices. The purpose of this study was to determine whether immediate feedback using technology was beneficial for a university clinical setting specifically where current supervision of students is undertaken via a virtual platform. The chat function via the Zoom teletherapy platform was used to deliver immediate written feedback to SLP graduate clinicians. Utilizing technology allowed supervisors to provide immediate, in-session written feedback to SLP graduate clinicians. The objective was to investigate the perceptions of immediate feedback for the SLP graduate clinicians and their supervisors. The objective was met through the utilization of surveys at the end of the study which indicated a preference for immediate feedback for both the supervisors and the SLP graduate clinicians. Having the ability to use technology helped supervisors support the SLP graduate clinicians discretely, especially given the nature of remote supervision. Immediate written feedback utilizing technology should be considered as a means of supporting the SLP graduate clinicians in developing their clinical skills.","PeriodicalId":202254,"journal":{"name":"Teaching and Learning in Communication Sciences and Disorders","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122191369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Establishing Diagnostic Skills in Novice Bilingual Clinicians: A Scaffolded Approach 建立新双语临床医生的诊断技能:一种支架方法

Teaching and Learning in Communication Sciences and Disorders Pub Date : 1900-01-01 DOI: 10.30707/tlcsd5.1.1624982519.487027

Carlos D Irizarry-Pérez, Mirza J. Lugo-Neris, Lisa Bedore

{"title":"Establishing Diagnostic Skills in Novice Bilingual Clinicians: A Scaffolded Approach","authors":"Carlos D Irizarry-Pérez, Mirza J. Lugo-Neris, Lisa Bedore","doi":"10.30707/tlcsd5.1.1624982519.487027","DOIUrl":"https://doi.org/10.30707/tlcsd5.1.1624982519.487027","url":null,"abstract":"This study sought to scaffold administration performance of a standardized bilingual screener to sufficient levels of accuracy for data collection using principles of Cognitive Load Theory by managing task complexity when training pre-service clinicians. Before training administration skills, two students were given copies of the manual for the Bilingual English Spanish Oral Screener (BESOS) and asked to administer the protocol independently. During the intervention phase, students were scaffolded through administration tasks of increasing complexity and given explicit instruction, which included tailored goals, modeling and feedback. Performance for four skills was assessed using a fidelity rubric and analyzed using visual analysis. Performance varied per skill but overall scores were higher during the intervention phases than during the baseline phase for both students. In addition, accuracy of performance maintained across client participants showing patterns of generalization. Although the data are limited, scaffolding training skills for pre-service clinicians appears supportive in training administration skills for bilingual tasks. The level of support may vary per skill and per language. Future research may seek to investigate other clinical skills and tasks.","PeriodicalId":202254,"journal":{"name":"Teaching and Learning in Communication Sciences and Disorders","volume":"2010 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125632077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Three Speech-language Pathology Graduate Programs, One Model: Using Systematic Instruction to Develop Students’ Clinical Decision-making Skills 三个语言病理学研究生课程，一个模式:用系统的教学培养学生的临床决策能力

Teaching and Learning in Communication Sciences and Disorders Pub Date : 1900-01-01 DOI: 10.30707/tlcsd5.1.1624982519.497197

Bryan Ness, Therese M. O'Neil-Pirozzi, Peter Meulenbroek

{"title":"Three Speech-language Pathology Graduate Programs, One Model: Using Systematic Instruction to Develop Students’ Clinical Decision-making Skills","authors":"Bryan Ness, Therese M. O'Neil-Pirozzi, Peter Meulenbroek","doi":"10.30707/tlcsd5.1.1624982519.497197","DOIUrl":"https://doi.org/10.30707/tlcsd5.1.1624982519.497197","url":null,"abstract":"To prepare graduate students to implement evidence-based practice effectively, educators must integrate instruction on rational clinical decision-making into course curricula. Three faculty members at different universities adopted an educational approach derived from the Rehabilitation Treatment Specification System (RTSS) to teach and assess clinical decision-making in the context of treating acquired cognitive-communication disorders for people with traumatic brain injury. Using treatment theory illustrated in the RTSS, the authors piloted instruction and assessment materials to examine potential usefulness of the approach and effects on student knowledge and confidence in clinical decision-making. The results indicated that the instructional approach effectively bolstered students’ knowledge of and confidence implementing memory-based cognitive-communication intervention. Additionally, using a case-based assessment tool, the authors were able to measure how students modified treatment activities in response to different contextual variables. Implications and suggestions for implementing theory-based instruction in graduate education are discussed.","PeriodicalId":202254,"journal":{"name":"Teaching and Learning in Communication Sciences and Disorders","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116782199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Student Voices from a Student- and Faculty-Led Diversity, Equity, and Inclusion Committee 来自学生和教师领导的多元化、公平和包容委员会的学生的声音

Teaching and Learning in Communication Sciences and Disorders Pub Date : 1900-01-01 DOI: 10.30707/tlcsd6.3.1664996985.134075

引用次数: 0