Pub Date : 2020-10-07DOI: 10.30707/TLCSD4.3/KHSI3441
R. Zraick
Standardized patients (SPs) are increasingly being used with students in the field of communication sciences and disorders (CSD). The purpose of this paper is to describe the use of SPs with CSD students. Challenges to the clinical education of students are described, and a call is made to expand the use of SPs to facilitate student learning of clinical skills and to assess students’ clinical competency.
{"title":"Standardized Patients in Communication Sciences and DIsorders: Past, Present and Future Directions","authors":"R. Zraick","doi":"10.30707/TLCSD4.3/KHSI3441","DOIUrl":"https://doi.org/10.30707/TLCSD4.3/KHSI3441","url":null,"abstract":"Standardized patients (SPs) are increasingly being used with students in the field of communication sciences and disorders (CSD). The purpose of this paper is to describe the use of SPs with CSD students. Challenges to the clinical education of students are described, and a call is made to expand the use of SPs to facilitate student learning of clinical skills and to assess students’ clinical competency.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"27 1","pages":"4"},"PeriodicalIF":0.5,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87276724","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}
Pub Date : 2020-01-01DOI: 10.30707/TLCSD4.3/FVMX2142
C. K. Broadfoot, J. Estis
Advancements in medical technology have contributed to increased rates of preterm birth. Prematurity places infants at high risk for feeding difficulties, however. Early identification and assessment of preterm infant dysphagia is critical to maximize nutrition and hydration, feeding safety, and growth and development. The purpose of this study was to assess the ability of a simulation-based training toolto increase non-health care and entry-level clinical student sensitivity to signs of feeding distress in preterm infants. Data were collected from 60 students (20 masters-level Speech-Language Pathology, 20 undergraduate nursing, 20 undergraduate non-health care) in a pre-test/post-test design. All participants completed a brief simulation training protocol, and accuracy percentages were calculated based on their ability to determine the following: physiological and behavioral signs of feeding distress, oral feeding skill level (OFS), and clinical recommendation for further feeding evaluation. Our results revealed that this simulation-based training improved the identification of behavioral (p < 0.001) and physiological (p < 0.001) signs of feeding distress, OFS level (p < 0.001), and ability to make appropriate clinical recommendations (p < 0.001).This study has identified a successful method to effectively train entry-level clinical and non-clinical students to screen feeding skills in preterm infants. This training approach has the potential to improve identification of feeding distress and to recognize the need for a dysphagia evaluation to optimize clinical outcomes in this fragile population.
{"title":"Simulation-Based Training Improves Student Assessment of Oral Feeding Skills in Preterm Infants","authors":"C. K. Broadfoot, J. Estis","doi":"10.30707/TLCSD4.3/FVMX2142","DOIUrl":"https://doi.org/10.30707/TLCSD4.3/FVMX2142","url":null,"abstract":"Advancements in medical technology have contributed to increased rates of preterm birth. Prematurity places infants at high risk for feeding difficulties, however. Early identification and assessment of preterm infant dysphagia is critical to maximize nutrition and hydration, feeding safety, and growth and development. The purpose of this study was to assess the ability of a simulation-based training toolto increase non-health care and entry-level clinical student sensitivity to signs of feeding distress in preterm infants. Data were collected from 60 students (20 masters-level Speech-Language Pathology, 20 undergraduate nursing, 20 undergraduate non-health care) in a pre-test/post-test design. All participants completed a brief simulation training protocol, and accuracy percentages were calculated based on their ability to determine the following: physiological and behavioral signs of feeding distress, oral feeding skill level (OFS), and clinical recommendation for further feeding evaluation. Our results revealed that this simulation-based training improved the identification of behavioral (p < 0.001) and physiological (p < 0.001) signs of feeding distress, OFS level (p < 0.001), and ability to make appropriate clinical recommendations (p < 0.001).This study has identified a successful method to effectively train entry-level clinical and non-clinical students to screen feeding skills in preterm infants. This training approach has the potential to improve identification of feeding distress and to recognize the need for a dysphagia evaluation to optimize clinical outcomes in this fragile population.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"22 1","pages":"8"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83321280","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}
Pub Date : 2020-01-01DOI: 10.30707/TLCSD4.3/ACVJ1784
Amanda Stead, Rik Lemoncello, C. Fitzgerald, Melissa Fryer, Marcia Frost, R. Palmer
Recommended Citation Stead, Amanda; Lemoncello, Rik; Fitzgerald, Caitlin; Fryer, Melissa; Frost, Marcia; and Palmer, Rachael (2020) "Clinical Simulations in Academic Courses: Four Case Studies Across the Medical SLP Graduate Curriculum," Teaching and Learning in Communication Sciences & Disorders: Vol. 4 : Iss. 3 , Article 6. DOI: https://doi.org/10.30707/TLCSD4.3/ACVJ1784 Available at: https://ir.library.illinoisstate.edu/tlcsd/vol4/iss3/6
{"title":"Clinical Simulations in Academic Courses: Four Case Studies Across the Medical SLP Graduate Curriculum","authors":"Amanda Stead, Rik Lemoncello, C. Fitzgerald, Melissa Fryer, Marcia Frost, R. Palmer","doi":"10.30707/TLCSD4.3/ACVJ1784","DOIUrl":"https://doi.org/10.30707/TLCSD4.3/ACVJ1784","url":null,"abstract":"Recommended Citation Stead, Amanda; Lemoncello, Rik; Fitzgerald, Caitlin; Fryer, Melissa; Frost, Marcia; and Palmer, Rachael (2020) \"Clinical Simulations in Academic Courses: Four Case Studies Across the Medical SLP Graduate Curriculum,\" Teaching and Learning in Communication Sciences & Disorders: Vol. 4 : Iss. 3 , Article 6. DOI: https://doi.org/10.30707/TLCSD4.3/ACVJ1784 Available at: https://ir.library.illinoisstate.edu/tlcsd/vol4/iss3/6","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"49 1","pages":"6"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76413921","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}
{"title":"Guiding Students' Clinical Writing and Critical Thinking: Utilizing Scholarly Teaching to Develop and Implement a Clinical Writing Rubric","authors":"Bonnie Halvorson-Bourgeois, Mary Riotte, Susan L. Smith, Lesley Maxwell","doi":"10.30707/TLCSD4.2/GWME8876","DOIUrl":"https://doi.org/10.30707/TLCSD4.2/GWME8876","url":null,"abstract":"Recommended Citation Halvorson-Bourgeois, Bonnie; Riotte, Mary; Lambrecht Smith, Susan; and Maxwell, Lesley (2020) \"Guiding Students' Clinical Writing and Critical Thinking: Utilizing Scholarly Teaching to Develop and Implement a Clinical Writing Rubric,\" Teaching and Learning in Communication Sciences & Disorders: Vol. 4 : Iss. 2 , Article 3. DOI: https://doi.org/10.30707/TLCSD4.2/GWME8876 Available at: https://ir.library.illinoisstate.edu/tlcsd/vol4/iss2/3","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"208 1","pages":"3"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75870507","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}
Pub Date : 2020-01-01DOI: 10.30707/TLCSD4.1/JNUS7982
Ann R. Beck, Heidi Verticchio, A. Miller
An electronic survey was sent to the Midwest Clinic Directors’ Listserv requesting they distribute it to students in their CSD programs. The survey collected information about demographics, and students’ top three stressors and stress management practices. Students were also asked to complete the 10-item Perceived Stress Scale (PSS; Cohen, 1994) and the Almost Perfect Scale-Revised (APS-R; Slaney, Rice, Mobley, Trippi, & Ashby, 2001). A total of 278 CSD undergraduate and graduate students from 15 Midwest institutions responded to the survey. No differences were found between undergraduate and graduate responses to the PSS and the APS-R. Twenty-six percent of the respondents were classified as nonperfectionists, 33% as adaptive perfectionists, and 41% as maladaptive perfectionists. A relationship was found between perceived stress and perfectionism such that respondents with higher levels of perceived stress tended to be classified as maladaptive perfectionists and those with lower levels of perceived stress tended to be classified as adaptive perfectionists. Similarities and differences were found between undergraduates and graduate students in terms of stressors; close to 45% engaged in a stress management practice. Importance of such practices is discussed.
{"title":"Levels of Stress and Characteristics of Perfectionism in CSD Students","authors":"Ann R. Beck, Heidi Verticchio, A. Miller","doi":"10.30707/TLCSD4.1/JNUS7982","DOIUrl":"https://doi.org/10.30707/TLCSD4.1/JNUS7982","url":null,"abstract":"An electronic survey was sent to the Midwest Clinic Directors’ Listserv requesting they distribute it to students in their CSD programs. The survey collected information about demographics, and students’ top three stressors and stress management practices. Students were also asked to complete the 10-item Perceived Stress Scale (PSS; Cohen, 1994) and the Almost Perfect Scale-Revised (APS-R; Slaney, Rice, Mobley, Trippi, & Ashby, 2001). A total of 278 CSD undergraduate and graduate students from 15 Midwest institutions responded to the survey. No differences were found between undergraduate and graduate responses to the PSS and the APS-R. Twenty-six percent of the respondents were classified as nonperfectionists, 33% as adaptive perfectionists, and 41% as maladaptive perfectionists. A relationship was found between perceived stress and perfectionism such that respondents with higher levels of perceived stress tended to be classified as maladaptive perfectionists and those with lower levels of perceived stress tended to be classified as adaptive perfectionists. Similarities and differences were found between undergraduates and graduate students in terms of stressors; close to 45% engaged in a stress management practice. Importance of such practices is discussed.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"163 2-3 1","pages":"3"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78005687","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}
Pub Date : 2020-01-01DOI: 10.30707/TLCSD4.1/HPOA9389
Johanna Boult, J. Brownell
Purpose: This study aimed to determine if Speech-Language Pathology (SLP) graduate students’ perceptual skills improved after taking an MSD course by comparing pre- and posttest performance. The potential relationship between posttest perceptual-skills performance and academic performance was also investigated.Method: Before beginning instruction in MSD course content, students in a Master’s program in SLP were given a pretest (The Baseline & Post Learning Assessment of Listening & Diagnostics Skills (BPLALDS; Duffy, n.d.a)). Throughout the semester, students were exposed to didactic learning in the classroom supplemented by audio and video modules. At the end of the course, the BPLALDS was used as a posttest. Variation in perceptual skills development was described and compared to overall course performance. Results: Scores on posttests of perceptual ability were significantly higher than pretest scores. Post-hoc comparisons revealed that students who learned relatively more were those who generalized perceptual knowledge to novel stimuli. Academic grade assignment correlated strongly with but accounted for only some of the variation in perceptual ability. Conclusion: Although some variation in perceptual ability related to differentially diagnosing motor speech disorders can be accounted for by academic attainment, additional factors, such as students’ ability to generalize knowledge from novel to new cases, likely contribute. The authors reflect on the manner in which learning theory can inform these results.
{"title":"Student Learning of Perceptual Skills Related to Differentiating Motor Speech Disorders","authors":"Johanna Boult, J. Brownell","doi":"10.30707/TLCSD4.1/HPOA9389","DOIUrl":"https://doi.org/10.30707/TLCSD4.1/HPOA9389","url":null,"abstract":"Purpose: This study aimed to determine if Speech-Language Pathology (SLP) graduate students’ perceptual skills improved after taking an MSD course by comparing pre- and posttest performance. The potential relationship between posttest perceptual-skills performance and academic performance was also investigated.Method: Before beginning instruction in MSD course content, students in a Master’s program in SLP were given a pretest (The Baseline & Post Learning Assessment of Listening & Diagnostics Skills (BPLALDS; Duffy, n.d.a)). Throughout the semester, students were exposed to didactic learning in the classroom supplemented by audio and video modules. At the end of the course, the BPLALDS was used as a posttest. Variation in perceptual skills development was described and compared to overall course performance. Results: Scores on posttests of perceptual ability were significantly higher than pretest scores. Post-hoc comparisons revealed that students who learned relatively more were those who generalized perceptual knowledge to novel stimuli. Academic grade assignment correlated strongly with but accounted for only some of the variation in perceptual ability. Conclusion: Although some variation in perceptual ability related to differentially diagnosing motor speech disorders can be accounted for by academic attainment, additional factors, such as students’ ability to generalize knowledge from novel to new cases, likely contribute. The authors reflect on the manner in which learning theory can inform these results.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"2003 1","pages":"2"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78272373","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}
Pub Date : 2020-01-01DOI: 10.30707/TLCSD4.2/POPG6689
Rebecca H. Affoo, J. Bruner, Angela M. Dietsch, C. Nellenbach, Theresa M Jones, M. Lehman
Recommended Citation Affoo, Rebecca H.; Bruner, Justin L.; Dietsch, Angela M.; Nellenbach, Ciara E.; Jones, Theresa M.; and Lehman, Mark E. (2020) "The Impact of Active Learning in a Speech-Language Pathology Swallowing and Dysphagia Course," Teaching and Learning in Communication Sciences & Disorders: Vol. 4 : Iss. 2 , Article 4. DOI: https://doi.org/10.30707/TLCSD4.2/POPG6689 Available at: https://ir.library.illinoisstate.edu/tlcsd/vol4/iss2/4
{"title":"The Impact of Active Learning in a Speech-Language Pathology Swallowing and Dysphagia Course","authors":"Rebecca H. Affoo, J. Bruner, Angela M. Dietsch, C. Nellenbach, Theresa M Jones, M. Lehman","doi":"10.30707/TLCSD4.2/POPG6689","DOIUrl":"https://doi.org/10.30707/TLCSD4.2/POPG6689","url":null,"abstract":"Recommended Citation Affoo, Rebecca H.; Bruner, Justin L.; Dietsch, Angela M.; Nellenbach, Ciara E.; Jones, Theresa M.; and Lehman, Mark E. (2020) \"The Impact of Active Learning in a Speech-Language Pathology Swallowing and Dysphagia Course,\" Teaching and Learning in Communication Sciences & Disorders: Vol. 4 : Iss. 2 , Article 4. DOI: https://doi.org/10.30707/TLCSD4.2/POPG6689 Available at: https://ir.library.illinoisstate.edu/tlcsd/vol4/iss2/4","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"88 1","pages":"4"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83812267","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}
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