Canadian Journal of Speech-Language Pathology and Audiology

Collaboration: More than "Working Together", An exploratory study to determine effect of interprofessional education on awareness and application of models of specialized service delivery by student speech-language pathologists and teachers

 
Author(s) Salima Suleman
Lu-Anne McFarlane
Karen Pollock
Phyllis Schneider
Carol Leroy
Melissa Skoczylas
Volume 37
Number 4
Year 2013
Page(s) 298-307
Language English
Category
Keywords CLASSROOM-BASED
COLLABORATION
CONSULTATION
DISCIPLINE-SPECIFIC TERMINOLOGY
EDUCATION
INTERPROFESSIONAL EDUCATION
IPE
JARGON
PRE-PROFESSIONAL
PROFESSIONAL VOCABULARY
PULL-OUT
SPECIALIZED
SERVICE DELIVERY
SPEECH-LANGUAGE PATHOLOGIST
SLP
TEACHER
Abstract In spring 2011, the University of Alberta in Edmonton, Alberta, Canada, implemented an interprofessional education (IPE) experience for student speech-language pathologists (S-LPs) and student teachers. One of the constructs addressed and assessed through the IPE experience was related to knowledge and application of models of specialized service delivery in schools. Directed content analysis methods were used to analyze participant responses on surveys before and after the IPE experience. Results from the surveys showed that after the IPE experience students were able to describe more models of specialized service delivery. The IPE experience also included a collaborative case study that asked small mixed-discipline groups of students to develop an intervention plan for a hypothetical classroom. Analysis of group responses on the case studies showed that students applied a variety of models of service delivery to address student and classroom speech, language, and communication needs.

Au printemps 2011, l’Université de l’Alberta à Edmonton (Alberta, Canada), a mis en oeuvre une expérience d’enseignement interprofessionnel pour les étudiants en orthophonie et pour des étudiants en éducation. Un des éléments étudiés et évalués par cette expérience touchait à la connaissance et à l’application de modèles de prestation de services spécialisés dans les écoles. Des méthodes d’analyse dirigée de contenu ont été utilisées pour analyser les réponses des participants avant et après l’expérience. Les résultats de l’étude ont démontré qu’après l’expérience, les étudiants étaient capables de décrire plus de modèles de prestation de services spécialisés. L’expérience comprenait aussi une étude de cas collaborative qui demandait à de petits groupes multidisciplinaires d’étudiants de développer un plan d’intervention pour une classe hypothétique. L’analyse des réponses de groupe à des études de cas démontre que les étudiants mettaient en oeuvre divers modèles de prestation de services pour répondre aux besoins de parole, de langage et de communication des élèves et des classes.
Record ID 1137
Link http://cjslpa.ca/files/2013_CJSLPA_Vol_37/No_04_245-213/Suleman_McFarlane_Pollock_Schneider_Leroy_Skoczylas_Winter_2013.pdf
 
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