Overby Megan S
Department of Speech-Language Pathology, Duquesne University, Pittsburgh, PA, USA.
Int J Lang Commun Disord. 2018 Jan;53(1):101-112. doi: 10.1111/1460-6984.12329. Epub 2017 Jun 14.
Academic programmes in speech-language pathology are increasingly providing telehealth/telepractice clinical education to students. Despite this growth, there is little information describing effective ways to teach it.
The current exploratory study analyzed the perceptions of speech-language pathology/therapy (SLP/SLT) faculty, student and SLP/SLT clinicians to ascertain effective pedagogical approaches for telepractice service delivery, rank the relative importance of telepractice skills and knowledge competencies, and define any pedagogical challenges to teaching them.
METHODS & PROCEDURES: Qualitative data were collected from two sources: three open-ended questions within an online survey (SLP/SLT faculty n = 31, graduate students n = 16, telehealth ('telepractice') clinicians n = 16); and follow-up telephone interviews (n = 22). Data were analyzed with a grounded theory approach followed by a summative rank-order analysis of themes.
OUTCOMES & RESULTS: All three groups agreed the most effective telepractice instructional approach was telepractice demonstrations (such as students role playing or watching a supervisor). Professional development approaches such as workshops or training manuals were less effective and didactic approaches such as lecture-only were ineffective. Skills and knowledge competencies students needed before entering the workforce were, in order of implied importance: telepractice clinical skills, telepractice technology skills, legal knowledge pertinent to telepractice and knowledge of telepractice literature. The most important telepractice clinical skills students needed to acquire were appropriate selection of telepractice materials and engaging the client over the internet. Many participants said teaching and learning telepractice was more challenging than in-person service delivery because of the difficulties in selecting appropriate telepractice clinical materials, managing technology problems and engaging with clients over the internet.
CONCLUSIONS & IMPLICATIONS: Despite substantial limitations to this investigation, findings imply that telepractice instruction, like other methods of SLP/SLT clinical education, may be most effective when students engage in critical thinking and problem-solving issues through intense practice. Because the skills and competencies associated with telepractice appear to vary in their perceived value, academic programmes may wish to consider prioritizing how they are taught, giving students additional instruction in the selection of telepractice clinical materials and development of online interpersonal communication skills. For some clinical educators, the challenges associated with telepractice may necessitate additional educator training.
言语语言病理学学术项目越来越多地为学生提供远程医疗/远程实践临床教育。尽管有这种增长，但关于有效教学方法的信息却很少。
当前的探索性研究分析了言语语言病理学/治疗（SLP/SLT）教师、学生和SLP/SLT临床医生的看法，以确定远程实践服务提供的有效教学方法，对远程实践技能和知识能力的相对重要性进行排名，并确定教授这些内容的任何教学挑战。
定性数据从两个来源收集：在线调查中的三个开放式问题（SLP/SLT教师n = 31，研究生n = 16，远程医疗（“远程实践”）临床医生n = 16）；以及后续电话访谈（n = 22）。采用扎根理论方法对数据进行分析，随后对主题进行总结性排序分析。
所有三组都认为最有效的远程实践教学方法是远程实践示范（例如学生角色扮演或观看主管示范）。专业发展方法，如研讨会或培训手册，效果较差，而仅讲座的教学方法则无效。学生进入职场前所需的技能和知识能力，按隐含重要性排序为：远程实践临床技能、远程实践技术技能、与远程实践相关的法律知识以及远程实践文献知识。学生需要掌握的最重要的远程实践临床技能是适当选择远程实践材料以及通过互联网与客户互动。许多参与者表示，由于难以选择合适的远程实践临床材料、管理技术问题以及通过互联网与客户互动，教授和学习远程实践比面对面服务提供更具挑战性。
尽管本调查存在重大局限性，但研究结果表明，与其他SLP/SLT临床教育方法一样，当学生通过强化实践参与批判性思维和解决问题时，远程实践教学可能最有效。由于与远程实践相关的技能和能力在感知价值上似乎有所不同，学术项目可能希望考虑优先安排教学方式，为学生提供更多关于选择远程实践临床材料和培养在线人际沟通技能的指导。对于一些临床教育工作者来说，与远程实践相关的挑战可能需要额外的教育工作者培训。
