Purpose: This study aims to explore the effects of an interactive workshop involving speech-language pathology students on medical students' knowledge about communication in relation to speech-language disorders.
Method: Fifty-nine medical students received a lecture about speech-language disorders. Twenty-six of them also participated in a workshop on communication with patients with speech-language disorders. All students completed a 12-item questionnaire exploring knowledge and attitudes towards communication before and after the lecture or the workshop. The results from the two groups' self-ratings of confidence in knowledge were compared with expert-ratings of their ability to choose suitable communicative strategies.
Result: Both the lecture and the workshop increased the students' confidence in knowledge about speech-language disorders and how to support communication. Only the workshop group also displayed a statistically significant increase in expert-rated ability and changed their attitude regarding responsibility for the communication in cases of speech-language disorders. There were no statistically significant correlations between the student's own confidence ratings and the experts' ratings of ability.
Conclusion: Increased confidence in knowledge from learning is not always reflected in actual knowledge in how to communicate. However, an interactive workshop proved to increase medical students' expert-rated ability and attitudes related to communication in cases of speech-language disorders.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.3109/17549507.2016.1143975 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Gender Imbalance in Citation Practices in Communication Sciences and Disorders Before and During the COVID-19 Pandemic.
Am J Speech Lang Pathol
January 2025
Department of Speech and Hearing Sciences, University of Washington, Seattle.
Purpose: Despite recent advances, gender inequality remains a major concern within the workforce. One manifestation of gender inequality in academia is the undercitation of women-authored compared to men-authored papers that is thought to reflect implicit biases and has important implications for the academic advancement for research-intensive female faculty. These studies largely stem from male-dominant professions.
View Article and Find Full Text PDFImproving Cognitive Empathy Through Traumatic Brain Injury Experiential Learning: A Novel Mixed Methods Approach for Speech-Language Pathology Graduate Education.
Am J Speech Lang Pathol
January 2025
Good Samaritan Medical Center Foundation, Lafayette, CO.
Purpose: The aim of this study was to gauge the impacts of cognitive empathy training experiential learning on traumatic brain injury (TBI) knowledge, awareness, confidence, and empathy in a pilot study of speech-language pathology graduate students.
Method: A descriptive quasi-experimental convergent parallel mixed methods design intervention pilot study (QUAL + QUANT) was conducted with a diverse convenience sample of 19 first- and second-year speech-language pathology graduate students who engaged in a half-day TBI point-of-view simulation. The simulation was co-constructed through a participatory design with those living with TBI based on Kolb's experiential learning model and followed the recommendations for point-of-view simulation ethics.
Improving Access to Early Developmental Evaluation in Academic Primary Care Centers.
Pediatr Qual Saf
January 2025
Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, OHIO.
Introduction: Developmental disorders (DDs) affect approximately 1 in 6 children in the United States. Early identification and treatment improve developmental outcomes and child and family functioning. Disparities exist in the diagnosis of DD that leads to inequitable access to developmental services during important periods of neuroplasticity.
View Article and Find Full Text PDFDo you like my voice? Stakeholder perspectives about the acceptability of synthetic child voices in three South African languages.
Int J Lang Commun Disord
January 2025
Division of Communication Sciences and Disorders, University of Cape Town, Rondebosch, South Africa.
Background: There is a global need for synthetic speech development in multiple languages and dialects, as many children who cannot communicate using their natural voice struggle to find synthetic voices on high-technology devices that match their age, social and linguistic background.
Aims: To document multiple stakeholders' perspectives surrounding the quality, acceptability and utility of newly created synthetic speech in three under-resourced South African languages, namely South African English, Afrikaans and isiXhosa.
Methods & Procedures: A mixed methods research design was selected.
Dysphagia in Rare Diseases and Syndromes: Current Approaches to Management and Therapeutic Innovations-A Systematic Review.
Healthcare (Basel)
December 2024
Department of Speech Therapy, School of Health Sciences, University of Ioannina, 455 00 Ioannina, Greece.
This study presents a comprehensive investigation into the correlation between Rare Diseases and Syndromes (RDS) and the dysphagic disorders manifested during childhood and adulthood in affected patients. Dysphagia is characterized by difficulty or an inability to swallow food of any consistency, as well as saliva or medications, from the oral cavity to the stomach. RDS often present with complex and heterogeneous clinical manifestations, making it challenging to develop standardized diagnostic and therapeutic approaches.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!