SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS最新文献

{"title":"Exploring swallowing, feeding and communication characteristics of toddlers with severe acute malnutrition.","authors":"Casey J Eslick, Esedra Krüger, Alta Kritzinger","doi":"10.4102/sajcd.v69i1.874","DOIUrl":"https://doi.org/10.4102/sajcd.v69i1.874","url":null,"abstract":"Background Severe acute malnutrition (SAM) is associated with cognitive and motor deficits. Little is known about the swallowing, feeding and communication characteristics of hospitalised toddlers with SAM, limiting the abilities of speech-language therapists to provide effective early intervention. Objective To explore the background, swallowing, feeding and communication characteristics of toddlers with SAM during in-patient nutritional rehabilitation. Method An exploratory, prospective, collective case-study was conducted with three hospitalised toddlers who were 12–18 months old and independently diagnosed with SAM, at least 1 week after transitioning to oral feeding. Detailed case histories were compiled through medical file perusal and parent interviews. Cross-sectional clinical bedside assessments were completed with the Rossetti Infant-Toddler Language Scale and Schedule for Oral-Motor Assessment. Results All three participants had a history of feeding difficulties before admission. Despite intact pharyngeal swallows, heterogeneous oral-sensorimotor dysfunction and disruptive feeding behaviours were identified. Risk for oropharyngeal dysphagia indicates the need to modify dietary consistencies to prevent prolonging recovery or SAM relapse. Participants had mild-to-moderate language delays, particularly in interaction-attachment, play and language comprehension, with an atypical moderate receptive and mild expressive language delay profile. None of the participants were referred for speech-language therapy. Conclusion This exploratory research showed the oral-sensorimotor skills, swallowing and communication characteristics of children with SAM. Speech-language therapists could address oral-sensorimotor functioning, feeding difficulties and communication interaction delays before discharge to community-based management for SAM. Further investigation with a larger sample size is recommended. Contribution Novel description of the oral-sensorimotor skills for feeding and the communication development of three severely malnourished toddlers with HIV and tuberculosis co-infection was presented. The complexity of the three cases is highlighted.","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9634946/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40680359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A survey of communication supports in Grade R classrooms in the Western Cape, South Africa.","authors":"Harsha Kathard,&nbsp;Prianka Parusnath,&nbsp;Lehana Thabane,&nbsp;Mershen Pillay,&nbsp;Zheng Jing Hu,&nbsp;Jane Le Roux,&nbsp;Michal Harty,&nbsp;Shelley O Carrol,&nbsp;Rizwana B Mallick","doi":"10.4102/sajcd.v69i1.871","DOIUrl":"https://doi.org/10.4102/sajcd.v69i1.871","url":null,"abstract":"<p><strong>Background: </strong> Early classroom communication supports are critical in influencing oral language development and emergent literacy skills. It is both support from peers and adults, as well as the environment that impacts the quality and efficacy of language learning. Schools in particular play a key role in communication development, which will be further explored in this article.</p><p><strong>Objectives: </strong> To describe how communication was being supported in the classroom by teachers in the areas of language-learning environment (LLE), language-learning interactions (LLIs) and language-learning opportunities (LLOs) to focus on classroom communication supports to strengthen literacy outcomes for Grade R learners.</p><p><strong>Method: </strong> A cross-sectional descriptive survey of classrooms was conducted using a structured observation method in 136 classrooms. The Communication Supporting Classroom Observation Tool was used to make 223 observations across classrooms of LLE (19 items), LLI (20 items) and LLO (5 items). A descriptive analysis of frequency of occurrence of items was conducted for each domain.</p><p><strong>Results: </strong> Language-learning environment had more frequently occurring observations, with 12 out of 19 items being observed with a frequency of occurrence greater than 65%, indicating that the environment had adequate basic resources (e.g. good light). Language-learning interactions scores indicated that 3 out of 20 items were observed frequently, while 17 out of 20 items were observed less frequently (56.5%), including interactive strategies (e.g. turn-taking). Language Learning Opportunities scores indicated that teacher-led behaviours (e.g. including children in small group activities) were infrequently observed on all items.</p><p><strong>Conclusion: </strong> While the physical environment was generally supportive, the behaviours in the interactive domains of LLI and LLO were observed less frequently. There is potential for speech-language therapists to work collaboratively with teachers to develop communication supporting classrooms as a critical primary-level intervention for language-literacy learning.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9634850/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40680358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflux symptoms and vocal characteristics in adults with non-organic voice disorders.","authors":"Nyasa E Groenewald, Maria Du Toit, Marien A Graham, Carl Swanepoel, Giselle Maartens, Jeannie Van der Linde","doi":"10.4102/sajcd.v69i1.935","DOIUrl":"10.4102/sajcd.v69i1.935","url":null,"abstract":"<p><strong>Background: </strong> Laryngopharyngeal reflux (LPR) is prevalent and can lead to voice disorders, but its diagnosis is difficult, because of limited correlations between clinical symptoms and organic pathology. Various tools and methods have been explored to aid a diagnosis of LPR.</p><p><strong>Objective: </strong> To investigate associations between reflux symptoms, acoustic-, perceptual-, and physical vocal characteristics, glottal function index (GFI), and vocal handicap index (VHI) in adults with non-organic voice disorders.</p><p><strong>Methods: </strong> Data of 51 adults with non-organic voice disorders were collected, using a retrospective cohort explorative research design, at a private ear, nose and throat specialist practice in Gauteng, South Africa. Quantitative outcomes were compared between reflux symptom index (RSI), acoustic characteristics (jitter, shimmer and fundamental frequency [F0]), maximum phonation time, perceptual- (GRBASI) and physical vocal characteristics, GFI and VHI.</p><p><strong>Results: </strong> The RSI showed positive fair correlations against GFI, VHIP and caffeine intake, indicating an increase in reflux symptoms with higher scores on the various measures. Moderate correlations were also found between GFI and VHIP, grade of hoarseness and jitter, strain and VHIP, strain and VHI total (VHIT) and between Asthenia and jitter. Very strong correlations were found within the various subsections of the VHI as well as between jitter and shimmer and between F0-male and physical symptoms of the VHI (VHIP).</p><p><strong>Conclusion: </strong> Results indicated associations between reflux symptoms, vocal characteristics, the GFI and the VHI. Based on the correlations found these tools used in conjunction could improve clinical diagnosis of LPR. Implications of these findings are promising, but further research is recommended.Contribution: This study contributes to the body of knowledge to support the accurate clinical diagnosis of LPR using subjective measures to determine LPR symptoms, as well as acoustic analysis.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9634952/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40680357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Speech-language therapy educator reflections on the planning and implementation of education and training during the COVID-19 pandemic.","authors":"Urisha Naidoo,&nbsp;Penelope S Flack,&nbsp;Vrinda Rathiram,&nbsp;Legini Moodley,&nbsp;Saira B Karrim,&nbsp;Nomfundo Buthelezi,&nbsp;Vuledzani Ndanganeni","doi":"10.4102/sajcd.v69i2.908","DOIUrl":"https://doi.org/10.4102/sajcd.v69i2.908","url":null,"abstract":"<p><strong>Background: </strong> Universities across the world experienced lockdown and closure of all learning institutions around March 2020 because of the advent of the coronavirus disease 2019 (COVID-19). This lockdown and closure presented challenges to the traditional pedagogical approaches in the health sciences, which typically include both campus-based and clinical site-focused activities involving face-to-face interactions and work integrated learning. The onset of the COVID-19 pandemic resulted in a shift to emergency remote teaching (ERT) and learning.</p><p><strong>Objectives: </strong> This study aimed to explore speech-language pathology (SLP) educators' experiences of the planning and implementation of ERT and learning during the COVID-19 pandemic.</p><p><strong>Method: </strong> A qualitative, descriptive narrative design was adopted to meet the objectives of the study. Seven SLP educators from a single university in South Africa participated in this study by constructing narratives on their experiences. The narratives were analysed using thematic analysis.</p><p><strong>Results: </strong> Five themes emerged from the data analysis, and these included (1) uncertainty, (2) educator feelings, (3) capacity development, (4) influence of circumstances on teaching, learning and assessment and (5) troubleshooting. Current findings provide insight into the challenges encountered and strategies utilised by educators in planning and implementing ERT and learning.</p><p><strong>Conclusion: </strong> Beyond the COVID-19 pandemic, most educators believe that a hybrid model would address some concerns identified, such as that of missing face-to-face contact, but that it would still allow for the full exploitation of online activities for teaching, learning and assessment required during clinical training.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9557936/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33502807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of COVID-19 on speech-language and hearing professions in low- and middle-income countries: Challenges and opportunities explored.","authors":"Katijah Khoza-Shangase,&nbsp;Nomfundo Moroe,&nbsp;Joanne Neille,&nbsp;Anita Edwards","doi":"10.4102/sajcd.v69i2.937","DOIUrl":"10.4102/sajcd.v69i2.937","url":null,"abstract":"<p><strong>Background: </strong> Since the advent of the coronavirus disease 2019 (COVID-19), the speech-language and hearing (SLH) professions globally have been confronted with novel and unexpected challenges.</p><p><strong>Objective: </strong> The aim of this article was to explore the impact of COVID-19 on SLH professions in low- and middle-income countries (LMICs) as presented in the Special Issue of the South African Journal of Communication Disorders in the year 2022.</p><p><strong>Method: </strong> Divergent from the standard editorial writing style, this editorial adopted a research approach where a qualitative, descriptive scoping review design was conducted to meet the objectives of the study. Three specific objectives were targeted: (1) exploring the challenges to SLH research, teaching and practice; (2) establishing evidence-based solutions available for these challenges that can be used to improve the professions' response in the post-pandemic era; and (3) determining the areas that require further investigation, alternative solutions and innovation for improved readiness for future pandemics. A total of 21 manuscripts were reviewed that covered three predetermined themes - research, teaching and practice - that were constructed through a deductive approach as part of the call for papers for the special issue. These manuscripts were from academics, researchers and clinicians from various institutions in LMICs. The review is presented using thematic analysis.</p><p><strong>Results: </strong> The review raised important challenges, presented under various subthemes, to the three key themes. These challenges reflect on the impact of COVID-19 on the SLH professions in terms of research, teaching, service provision and ethical challenges, as well as its impact on speech language, hearing, swallowing and balance functions. The review also advanced solutions and future directions during and beyond COVID-19.</p><p><strong>Conclusion: </strong> These findings raise global implications for research, teaching and practice that are not only relevant to the SLH professions.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9557934/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33502808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Audiologists' presbycusis and associated tinnitus counselling practices within the KwaZulu-Natal province.","authors":"Kerusha Bhojraj,&nbsp;Vuyelwa Z Peter","doi":"10.4102/sajcd.v69i1.869","DOIUrl":"https://doi.org/10.4102/sajcd.v69i1.869","url":null,"abstract":"<p><strong>Background: </strong> Counselling plays an integral part in the management of presbycusis and tinnitus. Counselling can be conducted by implementing patient-centred care (PCC), showing improved patient outcomes; however, it has been poorly implemented in healthcare in South Africa (SA), particularly in the field of audiology for this condition.</p><p><strong>Objectives: </strong> This study aimed to report on audiologists' presbycusis and tinnitus counselling practices as guided by the PCC framework within KwaZulu-Natal (KZN).</p><p><strong>Method: </strong> Quantitative semi-structured online surveys were conducted using purposive sampling of 41 audiologists practising in both the public and private sectors within KZN.</p><p><strong>Results: </strong> This study revealed that 7.3% (n = 3) of participants provided only compensation for hearing loss without counselling, and only 2.4% (n = 1) of participants offered group counselling. Apart from this, 7.9% (n = 3) reported that tools and resources in counselling were not useful, whilst 12.5% (n = 5) reported that counselling was not multiculturally sensitive. Furthermore, a p = 0.044 suggests the public sector reported a dire need for improved training in counselling as compared with the private sector.</p><p><strong>Conclusion: </strong> Audiologists have been providing services within PCC to the best of their capabilities and their environments; however, there is still room to better implement PCC for improved patient outcomes. PCC has not been fully implemented into counselling practices in terms of patient preferences, emotional support, involvement of significant others, integrated care and education.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9559114/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33503202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Patient's perceptions of presbycusis and associated tinnitus counselling practices within the KwaZulu-Natal province.","authors":"Kerusha Bhojraj,&nbsp;Vuyelwa Z Peter","doi":"10.4102/sajcd.v69i1.868","DOIUrl":"https://doi.org/10.4102/sajcd.v69i1.868","url":null,"abstract":"<p><strong>Background: </strong> Counselling manages the psychosocial effects of presbycusis and associated tinnitus, which is best conducted through patient-centred care (PCC). However, there is a paucity of research on implementing PCC within audiology and on patients' perceptions of counselling practice, making the focus on patient benefit and satisfaction crucial. Furthermore, PCC has been documented to be suitable in addressing the psychosocial effects of hearing loss and associated tinnitus, as it focuses on the adult patient playing an integral part of the management processes, providing improved patient outcomes.</p><p><strong>Objectives: </strong> This study aimed to explore patients' perceptions of presbycusis and associated tinnitus counselling practices by audiologists within KwaZulu-Natal (KZN).</p><p><strong>Method: </strong> Qualitative phenomenological semi-structured telephonic interviews were conducted through purposive sampling, consisting of seven patients with presbycusis and associated tinnitus who were recruited from private and public facilities in KZN. Data were analysed through hybrid thematic analysis following Braun and Clark's steps.</p><p><strong>Results: </strong> Six categories were identified: perceptions on counselling methods, efficacy and tools, audiological rehabilitative training, multicultural sensitivity, patient satisfaction and recommendations on improving counselling practices as PCC adaptation. Themes were then extracted from these categories. The overall outcome of the study found that patients had positive perceptions of methods and tools, and audiologists were viewed as adequately trained. Furthermore, they were satisfied and benefitted from counselling practices and found clinicians to be culturally sensitive in their practice. However, recommendations were made towards linguistic sensitivity and satisfaction evaluations.</p><p><strong>Conclusion: </strong> Therefore, implementing PCC into counselling practice may achieve positive patient perceptions, thus highlighting the need to identify barriers and improve the implementation of PCC into practice, especially in resource-constrained contexts.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9559361/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33503201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The experiences of speech-language therapists providing telerehabilitation services to children with autism spectrum disorder.","authors":"Saira B Karrim,&nbsp;Penelope S Flack,&nbsp;Urisha Naidoo,&nbsp;Stephanie Beagle,&nbsp;Abigail Pontin","doi":"10.4102/sajcd.v69i2.917","DOIUrl":"https://doi.org/10.4102/sajcd.v69i2.917","url":null,"abstract":"<p><strong>Background: </strong> There has been an increased emergence of the use of telerehabilitation by speech-language therapists (SLTs) in South Africa since the COVID-19 pandemic in 2020.</p><p><strong>Objectives: </strong> To explore the criteria that SLTs use when recommending telerehabilitation for children with autism spectrum disorder (ASD), the technical skills required, strategies used by SLTs, the restrictions encountered when conducting telerehabilitation and the views of SLTs on telerehabilitation in comparison to face-to-face therapy for children with ASD.</p><p><strong>Method: </strong> A descriptive, phenomenological, qualitative study design was utilised. Purposive and snowball sampling techniques were employed. Six SLTs from the private sector, who had experience providing telerehabilitation to children with ASD, were recruited from three provinces in South Africa. Data were gathered via semistructured online interviews and analysed using thematic analysis.</p><p><strong>Results: </strong> Two out of five themes that emerged from this study are presented in this paper, i.e. approaches to telerehabilitation and the benefits of telerehabilitation. Results revealed that telerehabilitation was used to provide assessment and therapy during the COVID-19 pandemic lockdowns as an alternative method of service delivery. Assessment and treatment strategies included synchronous and asynchronous methods, family collaboration, social stories, frequent breaks and interactive sessions. Telerehabilitation reduced the client's and SLT's travel costs and increased caregiver and clinician satisfaction. Client progress and increased awareness of SLT were viewed as further benefits.</p><p><strong>Conclusion: </strong> Telerehabilitation was found to be beneficial to most children with ASD, and in most cases, the benefits far outweighed the challenges encountered. Clinical implications included the need for caregiver support in facilitating effective carryover, an increase in SLTs' knowledge and the opportunity to provide services to a broader geographical range. Limitations of the study are included.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9453137/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33449002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Application of machine learning approaches to analyse student success for contact learning and emergency remote teaching and learning during the COVID-19 era in speech-language pathology and audiology.","authors":"Milka C Madahana, Katijah Khoza-Shangase, Nomfundo Moroe, Otis Nyandoro, John Ekoru","doi":"10.4102/sajcd.v69i2.912","DOIUrl":"10.4102/sajcd.v69i2.912","url":null,"abstract":"<p><strong>Background: </strong> The onset of the COVID-19 pandemic across the globe resulted in countries taking several measures to curb the spread of the disease. One of the measures taken was the locking down of countries, which entailed restriction of movement both locally and internationally. To ensure continuation of the academic year, emergency remote teaching and learning (ERTL) was launched by several institutions of higher learning in South Africa, where the norm was previously face-to-face or contact teaching and learning. The impact of this change is not known for the speech-language pathology and audiology (SLPA) students. This motivated this study.</p><p><strong>Objectives: </strong> This study aimed to evaluate the impact of the COVID-19 pandemic on SLPA undergraduate students during face-to-face teaching and learning, ERTL and transitioning towards hybrid teaching and learning.</p><p><strong>Method: </strong> Using course marks for SLPA undergraduate students, K means clustering and Random Forest classification were used to analyse students' performance and to detect patterns between students' performance and the attributes that impact student performance.</p><p><strong>Results: </strong> Analysis of the data set indicated that funding is one of the main attributes that contributed significantly to students' performance; thus, it became one of the priority features in 2020 and 2021 during COVID-19.</p><p><strong>Conclusion: </strong> The clusters of students obtained during the analysis and their attributes can be used in identification of students that are at risk of not completing their studies in the minimum required time and early interventions can be provided to the students.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9452930/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33449001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students' experiences of using a writing-intense programme to facilitate critical thinking skills on an online clinical training platform: A pilot study.","authors":"Khetsiwe P Masuku,&nbsp;Anniah Mupawose","doi":"10.4102/sajcd.v69i2.919","DOIUrl":"https://doi.org/10.4102/sajcd.v69i2.919","url":null,"abstract":"<p><strong>Background: </strong> Coronavirus disease 2019 (COVID-19) and the subsequent lockdown altered traditional clinical training for speech language pathology students, thus forcing training institutions to implement innovative and responsive clinical training strategies in the midst of the pandemic. As such, a writing-intense programme was piloted in an online clinical training programme with second-year speech language pathology students.</p><p><strong>Objectives: </strong> This study explored speech language pathology students' experiences with a writing programme used during an online clinical training programme implemented during the COVID-19 pandemic.</p><p><strong>Method: </strong> The study used a qualitative survey design. Purposive convenient sampling was used to recruit 29 second-year speech language pathology students. Online student reflections guided by 10 open-ended questions were used to elicit responses from students. Data were analysed using deductive thematic analysis.</p><p><strong>Results: </strong> Findings revealed that the written component of the programme facilitated the acquisition of clinical knowledge and improved clinical processes of writing among students. Feedback that students received on their written tasks improved learning. The clinical component of the course enabled students to learn in a less stressful environment and helped them gain confidence in their knowledge and clinical skills. Connectivity challenges and the lack of motivation from some students negatively impacted the programme.</p><p><strong>Conclusion: </strong> Using a writing programme to clinically train students can have positive effects in applying theory to clinical application because it affords students time to consolidate and process theory with practice as the jump from first year to second year can be cognitively taxing. A writing-intense programme can also improve students' writing skills.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9453138/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33449000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}