Canadian Journal of Speech-Language Pathology and Audiology

Do Students Talk the Talk? A Study of the use of Professional Vocabularies Among Student Speech-Language Pathologists and Teachers Through an Interprofessional Education Experience

 
Author(s) Salima Suleman
Lu-Anne McFarlane
Karen Pollock
Phyllis Schneider
Carol Leroy
Volume 37
Number 2
Year 2013
Page(s) 146-154
Language English
Category
Keywords





COLLABORATION
COMMUNICATION
PROFESSION-SPECIFIC
TERMINOLOGY
DISCIPLINE-SPECIFIC
EDUCATION
INTERPROFESSIONAL
IPE
JARGON
STUDENT
PROFESSIONAL
VOCABULARY
SPEECH-LANGUAGE
PATHOLOGIST
TEACHER
Abstract A barrier to collaboration is the use of profession-specific terminology that is inaccessible to members outside of one’s own profession. Results presented in this paper are part of a study that examined the efficacy of an interprofessional education (IPE) experience between student speech-language pathologists (SLPs) and student teachers. This paper focuses on analyses pertaining to profession-specific terminology. Results showed that student S-LPs used significantly more profession-specific terminology than student teachers when explaining profession-specific concepts to parents. It was also found that an IPE experience significantly decreased the number of jargon words used by student S-LPs. Finally, when student SLPs and teachers worked together, they used minimal amounts of professionspecific terminology. This study provides evidence for professional preparation programs to allocate time and resources to increase student awareness of profession-specific terminology. Professional speech-language pathologists are encouraged to increase awareness of jargon terms and identify and reduce their use of this terminology in their professional practice.

La terminologie spécifique à une profession, qui est inaccessible à quiconque n’est pas membre de la profession, constitue un obstacle à la collaboration. Les résultats présentés font partie d’une étude ayant examiné l’efficacité de l’expérience d’éducation interprofessionnelle (EIP) entre des étudiants en orthophonie et des étudiants en enseignement. Le présent article se concentre sur des analyses portant sur la terminologie professionnelle. Les résultats ont montré que les étudiants en orthophonie utilisaient significativement plus de termes spécifiques à la profession que les étudiants en enseignement lorsqu’ils expliquaient aux parents des concepts propres à la profession. On a trouvé qu’une expérience d’éducation interprofessionnelle (EIP) diminuait de façon significative le nombre de mots de jargon utilisés par les étudiants en orthophonie. Enfin, quand les étudiants en orthophonie et les étudiants en enseignement travaillaient ensemble, ils utilisaient moins de termes spécifiques à la profession. Cette étude montre que les programmes de formation professionnelle devraient allouer du temps et des ressources à la sensibilisation des étudiants concernant la terminologie spécifique à la profession. Les orthophonistes sont encouragés à prendre conscience de l’utilisation qu’ils font des termes
Record ID 1126
Link http://cjslpa.ca/files/2013_CJSLPA_Vol_37/No_02_128-181/Suleman_McFarlane_Pollock_Schneider_Leroy_CJSLPA_Summer_2013.pdf
 
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