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Perception of the Medical Speech-Language Pathologist Clinical Educator on Graduate Speech-Language Pathology Student Readiness for Clinical Placement in Medical Settings: An Exploration.

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Τίτλος: Perception of the Medical Speech-Language Pathologist Clinical Educator on Graduate Speech-Language Pathology Student Readiness for Clinical Placement in Medical Settings: An Exploration.
Συγγραφείς: Perez, Christina, St. Clair, Jennifer, Maring, Joyce
Πηγή: Perspectives of the ASHA Special Interest Groups; Aug2026, Vol. 11 Issue 4, p1316-1331, 16p
Θεματικοί όροι: Speech therapists, Professionalism, Supervision of employees, Medical protocols, Empathy, Lecture method in teaching, Qualitative research, Professional ethics, Professional practice, Personnel management, Self-efficacy, Health education teachers, Speech therapy education, Health occupations students, Internship programs, Statistical sampling, Responsibility, Descriptive statistics, Aphasia, Mentoring, Reflection (Philosophy), Students, Thematic analysis, Autodidacticism, Simulation methods in education, Attitudes of medical personnel, Speech evaluation, Communication, Research, National competency-based educational tests, Clinical education, Data analysis software, Human voice, Case studies, Self-consciousness (Awareness), Psychosocial factors, Deglutition disorders, Cognition, Professional competence
Γεωγραφικοί όροι: United States
Περίληψη: 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. [ABSTRACT FROM AUTHOR]
Copyright of Perspectives of the ASHA Special Interest Groups is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Perception of the Medical Speech-Language Pathologist Clinical Educator on Graduate Speech-Language Pathology Student Readiness for Clinical Placement in Medical Settings: An Exploration.
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Perspectives of the ASHA Special Interest Groups is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1044/2026_PERSP-25-00104
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        Text: English
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