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Teamwork: a study of Australian and US student speech-language pathologists
Susan C Morrison1, Michelle A Lincoln, Vicki A Reed
1Faculty of Health Sciences, The University of Sydney, Lidcombe, New South Wales, Australia. susan.morrison@jcu.edu.au
Journal of Interprofessional Care
|April 24, 2009
Summary
Speech-language pathology students perceive strong teamwork skills, with clinical experience enhancing self-ratings. Australian students show higher knowledge but lower attitudes towards interprofessional teams compared to US counterparts.
Area of Science:
- Speech-language pathology education
- Interprofessional teamwork skills
- Higher education curricula
Background:
- Limited understanding of explicit and implicit team skills in speech-language pathology university programs.
- Need to assess students' readiness for interprofessional collaboration.
Purpose of the Study:
- To establish a baseline of perceived interprofessional team skills among speech-language pathology students.
- To explore factors influencing these perceptions, including age, program, and clinical experience.
Main Methods:
- Survey of 281 speech-language pathology students in Australia and the USA.
- Analysis of perceived attitudes, knowledge, and skills in teamwork.
- MANCOVA to assess effects of age, university program, and clinical experience.
Main Results:
- Clinical experience positively correlated with higher self-rated team abilities.
- Australian students reported greater knowledge but less favorable attitudes towards teamwork than US students.
- All students generally perceived themselves as having adequate skills for interprofessional teams.
Conclusions:
- Findings offer insights into current teamwork training within speech-language pathology curricula.
- Recommendations for enhancing university training programs to improve interprofessional collaboration skills are discussed.
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