2019冠状病毒病大流行期间越南语音和语言治疗学生远程监督和在线案例学习的描述性病例报告

IF 1 Q3 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Lindy L McAllister, Marie Atherton, Alison Winkworth, Stephanie Wells, Dien K Le, Karina Sandweg, Thuy T T Nguyen, Natalia Henderson-Faranda, Sharon Broadmore
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引用次数: 2

摘要

背景:越南的第一个语言治疗(SLT)学位于2019年开始使用国际教育工作者。在2019冠状病毒病(COVID-19)大流行期间,旅行限制影响了学位的连续性。目的:本文提出了一份描述性病例报告,探讨在大流行期间越南SLT学生在线学习继续临床教育(CE)的可行性。方法:学生将在2021年进行面对面的实习。国际SLT教育工作者将前往越南,与口译员和当地培训的证书级别治疗师一起工作,以提供安置监督。当旅行变得不可能时,安排了由远程工作的国际治疗师与当地治疗师和口译员合作进行远程监督。第二波Covid-19疫情在学生实习的早期就将他们排除在医疗机构之外。为了结束这些实习,远程导师与学生进行了基于案例的在线讨论。在随后的实习中,越南和国际治疗师为学生提供了两到三周的基于案例的在线小组讨论,使用视频或虚拟形象的案例。结果:学生的学习成果,书面和口头评估证明了许多学习目标的实现。所有参与者(学生、远程督导、在线小组辅导员)的满意度都很高。学生将在未来进行面对面的实习;然而,他们将以更高的临床推理和计划技能开始这些实习。结论:在线CE在LMIC中是可能的,并且作为包括面对面安置的项目的一部分,可以支持基本的CE结果,并增强后续与患者直接体验的准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

A descriptive case report of telesupervision and online case-based learning for speech and language therapy students in Vietnam during the COVID-19 pandemic.

A descriptive case report of telesupervision and online case-based learning for speech and language therapy students in Vietnam during the COVID-19 pandemic.

Background:  Vietnam's first speech and language therapy (SLT) degrees commenced in 2019 utilising international educators. Continuity of the degrees was impacted by travel restrictions during the coronavirus disease 2019 (COVID-19) pandemic.

Objectives:  This article presents a descriptive case report exploring the viability of online learning to continue clinical education (CE) of SLT students in Vietnam during the pandemic.

Method:  Students were scheduled for face to face placements throughout 2021. International SLT educators were to travel to Vietnam and work with interpreters and locally trained certificate level therapists to provide placement supervision. When travel became impossible, tele-supervision by international therapists working remotely and in partnership with local therapists and interpreters was arranged. The second wave of Covid-19 excluded students from healthcare settings early in their placements. To conclude these placements, tele-supervisors led online case-based discussions with students. For subsequent placements, Vietnamese and international therapists facilitated two to three weeks of online case-based group discussions for students, using cases with videos or avatars.

Results:  Learning outcomes for students, as evidenced in written and oral assessments demonstrated attainment of many of the learning objectives of the placements. Satisfaction for all participants (students, tele-supervisors, online group facilitators) was high. Students will undertake face to face placements in the future; however they will commence these placements with heightened clinical reasoning and planning skills.

Conclusion:  Online CE is possible in LMIC and, as part of a program which includes face to face placements, can support essential CE outcomes and enhance preparation for subsequent direct experiences with patients.

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来源期刊
SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS
SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-
CiteScore
2.10
自引率
36.40%
发文量
37
审稿时长
30 weeks
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