Enhancing Early Identification of Speech-Language-Hearing Delays Through Interprofessional Peer Teaching in a Communication Sciences and Disorders Graduate Training Program.
Introduction: In the current health care landscape, a paradigm shift toward team-based care is underway. Integrating interprofessional education experiences into graduate communication sciences and disorders (CSD) programs is essential to cultivate collaborative skills and prepare future professiona...
| Published in: | American Journal of Audiology Vol. 33; no. 3; pp. 972 - 981 |
|---|---|
| Main Authors: | , |
| Format: | clinical trial research tables/charts Journal Article |
| Published: |
American Speech-Language-Hearing Association
Sep2024
|
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=179449879&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 179449879 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10590889 5KS jtl: American Journal of Audiology issn: 10590889 maglogo: N pubinfo: dt: Sep2024 vid: 33 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 179449879 179449879 179449879 10.1044/2024_AJA-23-00273 179449879 ppf: 972 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Enhancing Early Identification of Speech-Language-Hearing Delays Through Interprofessional Peer Teaching in a Communication Sciences and Disorders Graduate Training Program. aug: au: Lopez, Leslie C. Guidry, Megan affil: Department of Communication Disorders, School of Allied Health Professions, Louisiana State University Health Sciences Center, New Orleans sug: subj: Students, Physician Assistant Education, Physician Assistants Education, Interdisciplinary Peer Group Teaching Methods Education, Speech-Language Pathology Education, Audiology Student Knowledge Evaluation Outcomes of Education Evaluation Human Quantitative Studies Descriptive Research Clinical Trials Pretest-Posttest Design Experimental Studies Descriptive Statistics Data Analysis Software Questionnaires Child Development Health Screening Wilcoxon Signed Rank Test Male Female Adult Adult: 19-44 years Male Female ab: Introduction: In the current health care landscape, a paradigm shift toward team-based care is underway. Integrating interprofessional education experiences into graduate communication sciences and disorders (CSD) programs is essential to cultivate collaborative skills and prepare future professionals for the interprofessional demands of the field. Within this context, peer teaching has emerged as a noteworthy strategy to promote learning. This study aims to contribute to this evolving field by reporting the impact of an interprofessional (speech-language pathology and audiology) peer teaching educational intervention on physician assistant (PA) students' knowledge of speech-language-hearing developmental milestones and developmental screening. Method: A quantitative, descriptive methodology with a pretest, posttest interventional design was utilized to assess the impact of a CSD peer-led educational intervention on the knowledge of 35 PA students. The perceived satisfaction of the PA students with the peer-led educational experience was also evaluated. Results: Data analysis revealed a significant increase on knowledge posttest scores compared to pretest scores. PA students also reported an overall positive peer learning experience. Conclusion: The collaboration between speech-language pathology, audiology, and PA students through peer teaching holds significant importance in the context of pediatric primary care, and for CSD graduate trainings programs interested in improving educational experiences that tailor to interprofessional learning and practice. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|