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Interprofessional collaborative practice is critical for quality service delivery. Given the limited research on speech-language pathology (SLP) students' interprofessional knowledge and skills, this investigation assessed graduate SLP students' self-perceived interprofessional competence and their perceptions of roles of other professionals. Fifty-eight SLP students completed two validated surveys at the beginning of the first or second semester of graduate school. Collectively, the students rated themselves positively on communication, teamwork, attitudes toward interprofessional learning, and professional relationships. They rated the interactions of other professionals negatively. No significant differences were found between first- and second-semester students on communication, teamwork, and attitudes toward interprofessional learning. First-semester students rated interprofessional interactions and personal interprofessional relationships more positively than second-semester students. Overall, the students rated other professionals positively. These data describe the initial self-perceived interprofessional competencies of SLP students early in their master's program, providing direction in designing interprofessional experiences for SLP students and practicing clinicians.
This article was published in the following journal.
Name: Journal of interprofessional care
This prospective study investigated the impact of supervising students on public health speech-language pathologists' (SLPs) time and patient activity levels in order to broaden evidence in the profes...
Instructors are increasingly integrating interprofessional education (IPE) activities into academic programs to address curricular demands. IPE aims to increase the quality of collaborative services p...
This study used a structured open interview approach to elicit information from school-based speech-language pathologists (SLPs) regarding their assessment practices for children with suspected langua...
The purpose of this tutorial is to discuss the use of curriculum-based language assessment (CBLA) with students who are English language learners and students who speak nonmainstream varieties of Engl...
This study investigates the effectiveness and cost-effectiveness of speech and language therapy for adults who suffer communication difficulties following a stroke.
Speech and language intervention (speech therapy) is one of the few methods which seem to be useful in management of persistent chronic cough. This method has not been available for patien...
This study aims to determine whether transcranial direct current stimulation (tDCS) paired with speech-language therapy is more beneficial than speech-language therapy alone in acute and c...
The Möbius syndrome constitutes a congenital disorder classically caused by genetic and environmental factors. The clinical manifestations include lesion of the facial and abducens nerve...
The purpose of this research study is to develop and evaluate a parent training program, which aims to improve language. The study is being conducted to see if teaching parents positive pa...
The study of speech or language disorders and their diagnosis and correction.
Procedures for assisting a person with a speech or language disorder to communicate with maximum efficiency.
A professional society concerned with the diagnosis, prevention, treatment, and remediation of speech, language, and hearing disorders.
An aphasia characterized by impairment of expressive language (speech, writing, signs) and relative preservation of receptive language abilities (i.e., comprehension). This condition is caused by lesions of the motor association cortex in the frontal lobe (Broca's area and adjacent cortical and white matter regions). The deficits range from almost complete muteness to a reduction in the fluency and rate of speech. CEREBROVASCULAR ACCIDENTS (in particular INFARCTION, MIDDLE CEREBRAL ARTERY) are a relatively common cause of this condition. (From Adams et al., Principles of Neurology, 6th ed, pp478-9)
Conditions characterized by language abilities (comprehension and expression of speech and writing) that are below the expected level for a given age, generally in the absence of an intellectual impairment. These conditions may be associated with DEAFNESS; BRAIN DISEASES; MENTAL DISORDERS; or environmental factors.