Speaking of Online Learning: Alternative Practice-Based Learning Experiences for Speech Pathologists in Australia, Ghana and Hong Kong

Authors

  • Jemma Skeat University of Melbourne
  • Josephine Ohenewa Bampoe University of Ghana, Ghana
  • Susan Booth Edith Cowan University
  • Emily Brogan Edith Cowan University
  • Maya Conway Griffith University, Australia
  • Rachel Davenport La Trobe University
  • Simone Howells Griffith University
  • Peggy Kan The Chinese University of Hong Kong
  • Michelle Krahe Griffith University
  • Sally Hewat University of Newcastle
  • Abigail Lewis Edith Cowan University
  • Alex Little University of Newcastle
  • Joanne Walters University of Newcastle
  • Gwendalyn Webb University of Newcastle
  • Nikki Worthington La Trobe University

DOI:

https://doi.org/10.18552/ijpblhsc.v10i1.735

Abstract

Speech Pathology programs usually send students to workplaces to learn clinical skills necessary for practice. During COVID-19, programs needed to respond quickly to ensure that students continued to gain the necessary experiences and skills required to progress through their program and graduate as clinicians, while simultaneously complying with COVID-19 requirements. Case studies from seven different universities in Australia, Ghana and Hong Kong described the diverse ways in which placements were adapted to be COVID-safe, taking into account local needs. Some practices which had been included in placement education prior to the pandemic, such as telepractice and simulation-based learning, were extended and developed during this time. Educators, students, clinicians and clients responded to the rapidly changing needs of the time with flexibility and innovation, utilising a variety of technologies and tools to support case-based and virtual learning opportunities. Feedback from these diverse stakeholders about the experiences was positive, despite inevitable limitations and less-than-ideal circumstances.  The positive findings provided insights for consideration in the future: could strategies implemented in response to the pandemic continue to be incorporated into placement experiences, enhancing current practices and maintaining student performance outcomes? Exceptional circumstances prompted exceptional responses; flexibility and innovation were accelerated in response to the pandemic and may transform future placement-based learning opportunities.

References

Bradford, N. K., Caffery, L. J., Taylor, M., Meiklejohn, J., Smith, A. C., & Langbecker, D. (2018). Speech-language pathology services delivered by telehealth in a rural educational setting: the school’s perspective. Journal of the International Society for Telemedicine & eHealth, 6, Article number: e20. https://doi.org/10.29086/JISfTeH.6.e20

Carlin, C. H., Boarman, K., Carlin, E., & Inselmann, K. (2013). The use of e-supervision to support speech-language pathology graduate students during student teaching practica. International Journal of Telerehabilitation, 5(2), 21. https://doi.org/10.5195/ijt.2013.6128

Carter, M. D. (2019). The effects of computer-based simulations on speech-language pathology student performance. Journal of Communication Disorders, 77, 44-55. https://doi.org/10.1016/j.jcomdis.2018.12.006

Cassel, S. G., & Hadley Edd, A. J. (2016). A pedagogical note: Use of telepractice to link student clinicians to diverse populations. International Journal of Telerehabilitation, 8(1), 41. https://doi.org/10.5195/ijt.2016.6190

Coufal, K., Parham, D., Jakubowitz, M., Howell, C., & Reyes, J. (2018). Comparing traditional service delivery and telepractice for speech sound production using a functional outcome measure. American Journal of Speech-Language Pathology, 27(1), 82-90. https://doi.org/10.1044/2017_AJSLP-16-0070

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.

Hewat, S., Penman, A., Davidson, B., Baldac, S., Howells, S., Walters, J., Purcell, A., Cardell, E., McCabe, P., Caird, E., Ward, E., & Hill, A. E. (2020). A framework to support the development of quality simulation‐based learning programmes in speech–language pathology. International Journal of Language & Communication Disorders, 55(2), 287-300. https://doi.org/10.1111/1460-6984.12515

Hewat, S., Walters, J., Caird, E., Aldridge, D., Penman, A., Cardell, E., Davenport, R., Davidson, B., Howells, S., McCabe, P., Purcell, P., Ward, E., & Hill, A. E. (2020). Clinical educators’ perceptions of students following a simulation-based learning program. Teaching Learning in Communication Sciences & Disorders 4(3), 9. https://doi.org/10.30707/TLCSD4.3/JRCE8530

Hill, A. E., Ward, E., Heard, R., McAllister, S., McCabe, P., Penman, A., Caird, E., Aldridge, D., Baldac, S., Cardell, E., Davenport, R., Davidson, B., Hewat, S., Howells, S., Purcell, A., & Walters, J. (2020). Simulation can replace part of speech-language pathology placement time: A randomised controlled trial. International Journal of Speech-Language Pathology, 1-11. https://doi.org/10.1080/17549507.2020.1722238

MacBean, N., Theodoros, D., Davidson, B., & Hill, A. E. (2013). Simulated learning environments in speech-language pathology: An Australian response. International Journal of Speech-Language Pathology, 15(3), 345-357. https://doi.org/10.3109/17549507.2013.779024

Penman, A., Hill, A. E., Hewat, S., & Scarinci, N. (2020). “I felt more prepared and ready for clinic”: Connections in student and clinical educator views about simulation-based learning. Australian Journal of Clinical Education, 7(1), 1-21. https://doi.org/10.53300/001c.17204

Sheepway, L., Lincoln, M., & Togher, L. (2011). An international study of clinical education practices in speech-language pathology. International Journal of Speech-Language Pathology, 13(2), 174-185. https://doi.org/10.3109/17549507.2011.491129

Simucase. (2019). [Computer software]. https://simucase.com/

Speech Pathology Australia (2011). Competency-based occupational standards for speech pathologists – Entry Level. Melbourne, Victoria, Australia: Author. https://www.speechpathologyaustralia.org.au/SPAweb/SPAweb/Resources_for_Speech_Pathologists/CBOS/CBOS.aspx

Speech Pathology Australia. (2018). Clinical Education in Australia: Building a Profession for the Future. Melbourne, Victoria, Australia: Author https://www.speechpathologyaustralia.org.au/SPAweb/Resources_For_Speech_Pathologists/Clinical_Education/SPAweb/Resources_for_Speech_Pathologists/Clinical_Education/Clinical_Education.aspx?hkey=fbbaa348-9422-4bc4-87f1-7ebac62aba97

Theodoros, D. (2011). Telepractice in speech-language pathology: The evidence, the challenges, and the future. Perspectives on Telepractice, 1(1), 10-21. https://doi.org/10.1044/tele1.1.10

Downloads

Published

2022-10-13

How to Cite

Skeat, J., Bampoe, J. O., Booth, S., Brogan, E., Conway, M., Davenport, R., Howells, S., Kan, P., Krahe, M., Hewat, S., Lewis, A., Little, A., Walters, J., Webb, G., & Worthington, N. (2022). Speaking of Online Learning: Alternative Practice-Based Learning Experiences for Speech Pathologists in Australia, Ghana and Hong Kong . International Journal of Practice-Based Learning in Health and Social Care, 10(1), 1–10. https://doi.org/10.18552/ijpblhsc.v10i1.735