Perception of the Medical Speech-Language Pathologist Clinical Educator on Graduate Speech-Language Pathology Student Readiness for Clinical Placement in Medical Settings: An Exploration.
Purpose: Securing sufficient clinical placements, especially in medical settings, remains a challenge for many communication sciences and disorders graduate programs. Medical speech-language pathologist (SLP) clinical educators (CEs) consider factors such as student competency, clinical readiness, a...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 11; no. 4; pp. 1316 - 1332 |
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| Autores principales: | , , |
| Formato: | questions and answers research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Aug2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=196165770&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 196165770 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Aug2026 vid: 11 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 196165770 196165770 196165770 10.1044/2026_PERSP-25-00104 196165770 ppf: 1316 ppct: 16 formats: fmt: @attributes: type: P tig: atl: Perception of the Medical Speech-Language Pathologist Clinical Educator on Graduate Speech-Language Pathology Student Readiness for Clinical Placement in Medical Settings: An Exploration. aug: au: Perez, Christina St. Clair, Jennifer Maring, Joyce affil: School of Medicine & Health Sciences, The George Washington University, Washington, DC sug: subj: Speech-Language Pathologists Psychosocial Factors Health Educators Psychosocial Factors Speech-Language Pathologist Attitudes Evaluation Education, Speech-Language Pathology Students, Graduate Students, Speech-Language Pathology Student Placement Competency Assessment Education, Clinical Human Professionalism Convenience Sample United States Student Supervision Adult Descriptive Statistics Middle Age Data Analysis Software Qualitative Studies Thematic Analysis Deglutition Disorders Aphasia Speech Production Measurement Voice Cognition Guideline Adherence Ethics, Professional Speech and Language Assessment Empathy Feedback Communication Mentorship Reflection Professional Practice Self-Directed Learning Simulations Case Studies Lecture Staff Development Self-Efficacy Self-Awareness Accountability Professional Competence Exploratory Research Adult: 19-44 years Middle Aged: 45-64 years ab: Purpose: Securing sufficient clinical placements, especially in medical settings, remains a challenge for many communication sciences and disorders graduate programs. Medical speech-language pathologist (SLP) clinical educators (CEs) consider factors such as student competency, clinical readiness, and professionalism when deciding whether to supervise students in medical environments. This preliminary study investigates medical SLP CEs' perceptions on key facilitators of and barriers to preparing graduate speech-language pathology students for clinical placement in medical settings. Method: Seventy-six medical SLP CEs from across the United States participated in this anonymous survey. The survey focused on three key domains: academic and clinical preparation, professionalism, and clinical readiness. Descriptive statistics were used to analyze quantitative responses, whereas thematic content analysis was applied to open-text responses. Results: Approximately half of the respondents agreed that students demonstrated foundational knowledge and clinical applications in aphasia and speech sound production. However, fewer respondents agreed that students were prepared for dysphagia, voice disorders, cognitive-communication disorders, and auditory rehabilitation. Although most CEs reported that students showed professionalism and clinical readiness, many highlighted ongoing challenges in documentation, self-awareness, and respect for the CE's role. The free-text themes identified were educational strategies, academic-clinical integration, mentorship, and reflective practice and self-development. Conclusions: Preliminary findings suggest that graduate speech-language pathology student readiness for medical placements may be influenced by theoretical preparation, structured observation, clear expectations, and mentorship. Addressing curricular gaps in dysphagia and voice could enhance confidence, professionalism, and clinical competence. pubtype: Academic Journal doctype: questions and answers research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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