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The Voice Curriculum: Exploring Perceptions and Experiences of Graduate-Level Speech Pathology Education
Serena Pu1, Sarah K Brown2, Anne M Perrotti3
1Department of Otolaryngology, Eastern Virginia Medical School, Norfolk, VA.
Journal of Voice : Official Journal of the Voice Foundation
|March 14, 2025
Summary
Graduate voice education for speech-language pathologists (SLPs) lacks standardization, leading to varied clinical preparation and impacting confidence in voice care. Improvements are needed for early-career SLPs.
Area of Science:
- Speech-language pathology graduate education.
- Voice disorders and clinical practice.
Background:
- Speech-language pathologists (SLPs) are licensed as voice specialists, yet graduate training in voice care is inconsistent.
- Variability in graduate education impacts SLPs' perceived competence in voice service delivery.
Purpose of the Study:
- To explore SLPs' perceptions and experiences with graduate voice education.
- To identify challenges and areas for improvement in preparing SLPs for voice care.
Main Methods:
- Qualitative research design utilizing semi-structured virtual focus groups.
- Interviews with thirteen voice providers were analyzed using narrative analysis.
Main Results:
- Identified four key themes: inconsistent graduate voice courses, variable clinical experiences, barriers to voice preparation, and successes/suggestions for improvement.
- Inconsistencies in training affect early-career SLPs' confidence and competence in clinical voice service delivery.
Conclusions:
- Lack of standardized requirements and variable clinical access pose challenges for graduate voice education.
- Barriers like competitive clinical fellowships further complicate preparation for SLPs.
- Significant improvements are needed in graduate voice education to ensure consistent, competent clinical voice service delivery.
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