Department of Physical Medicine and Rehabilitation, Tohoku University Graduate School of Medicine, Sendai, Japan.
Department of Speech-Language-Hearing Therapy, Hirosaki University of Health and Welfare, Hirosaki, Japan.
Folia Phoniatr Logop. 2023;75(3):188-200. doi: 10.1159/000529983. Epub 2023 Mar 7.
Nurturing "basic societal competencies" is important in the training education of speech-language-hearing therapists (SLHTs) to enable them to respond to fluctuating medical treatment scenarios. However, in the current training education for SLHTs, some students need assistance in terms of basic societal competencies, such as initiative, planning, and communication. In this study, the focus was on coaching theory, a method of interpersonal support through dialog, as a strategy for addressing the issues. The objective was to clarify whether coaching theory-based classes for SLHT students improve their basic societal competencies.
The participants were first- and third-year undergraduate SLHT students in Japan. The coaching and control groups comprised students enrolled in 2021 and 2020, respectively. The observation period for this prospective cohort study was from April to September 2020 and from April to September 2021. The coaching and control groups received 90-min coaching and remedial education classes, respectively, 11 times in 3 months. To establish students' knowledge and skills, follow-up sessions were conducted four times a month, and assignments were given during the subsequent summer vacation. The effects of the classes were based on Kirkpatrick's four-level evaluation model, with Levels 1, 2, 3, and 4 evaluating satisfaction with the class, learning proficiency, behavior modification, and result attainment, respectively.
The coaching and control groups comprised 40 and 48 participants, respectively. In the evaluation of behavior modification (level 3) using the "PROG (progress report on generic skills) competency test (RIASEC Inc., Tokyo)," the interactions between time and group and the main effects of time were significant for the basic societal competencies of "relating with others" and "self-confidence." Multiple comparisons showed that the post-class scores were significantly higher than the pre-class scores in the coaching group (change of 0.9 for relating with others and 0.7 for self-confidence) and that the scores in the coaching group were significantly higher than those in the control group at the post-class. The interaction between time and group was significant for those "planning solutions," and the post-class score was significantly higher than the pre-class score in the coaching group (change of 0.8).
The coaching classes improved the students' basic societal competencies of relating with others, self-confidence, and planning solutions. This suggests that coaching classes are useful in the training education for SLHTs. Ultimately, nurturing students' basic societal competencies will develop human resources who could achieve quality clinical performance.
培养“基本社会能力”对于言语-语言-听力治疗师（SLHT）的培训教育至关重要，这使他们能够应对不断变化的医疗治疗场景。然而，在当前的 SLHT 培训教育中，一些学生在主动性、计划和沟通等基本社会能力方面需要帮助。在这项研究中，重点关注的是教练理论，这是一种通过对话进行人际支持的方法，作为解决问题的策略。目的是阐明针对 SLHT 学生的基于教练理论的课程是否可以提高他们的基本社会能力。
参与者为日本的第一和第三年本科 SLHT 学生。教练组和对照组分别由 2021 年和 2020 年入学的学生组成。这项前瞻性队列研究的观察期为 2020 年 4 月至 9 月和 2021 年 4 月至 9 月。教练组和对照组分别接受了 90 分钟的教练和补习教育课程，每 3 个月 11 次。为了建立学生的知识和技能，每月进行 4 次随访，并在随后的暑假期间布置作业。课程效果基于柯克帕特里克的四级评估模型，分别从对课程的满意度（第 1 级）、学习熟练程度（第 2 级）、行为改变（第 3 级）和结果实现（第 4 级）进行评估。
教练组和对照组分别由 40 名和 48 名参与者组成。在使用“PROG（通用技能进展报告）能力测试（RIASEC Inc.，东京）”对行为改变（第 3 级）进行评估时，时间和组之间的交互作用以及时间的主要效应在“与他人交往”和“自信”的基本社会能力方面均具有统计学意义。多重比较显示，教练组的课后评分明显高于课前评分（与他人交往的变化为 0.9，自信的变化为 0.7），且教练组的评分明显高于对照组的课后评分。对于“制定解决方案”，时间和组之间的交互作用具有统计学意义，教练组的课后评分明显高于课前评分（变化为 0.8）。
教练课程提高了学生在与他人交往、自信和制定解决方案方面的基本社会能力。这表明，教练课程在 SLHT 的培训教育中是有用的。最终，培养学生的基本社会能力将培养出能够实现高质量临床绩效的人力资源。
