关于文化和语言多样性的教学方法在沟通科学和障碍项目中:全国性调查
Eve Higby1, Maria Maria Castillo2, Alexia Aranda3
1California State University, East Bay, Hayward.
American journal of speech-language pathology
|April 22, 2024
概括
对沟通科学和沟通障碍 (CSD) 临床医生的文化和语言多样性 (CLD) 培训正在改善. 建议将一般课程和专门的CLD课程结合起来,以便更好地提供文化响应的服务.
科学领域:
- 语音语言病理学 语音语言病理学
- 听力学 听力学是指听力学.
- 医疗保健中的文化能力.
背景情况:
- 文化和语言多样性 (CLD) 培训对于通信科学和障碍 (CSD) 服务临床医生至关重要.
- 之前的培训模式严重依赖于课程输注,但已经有所下降.
- 需要改善文化响应性服务提供,需要更新培训策略.
研究的目的:
- 在CSD课程中调查教学文化和语言多样性 (CLD) 的现行做法.
- 找出有效的方法,以加强在CLD中培养临床医师的培训.
- 为不同的客户群体提供更好的文化响应性服务.
主要方法:
- 在美国和波多黎各的295个CSD项目中,向4,192名教师分发了一项调查.
- 565名教师完成了调查,其中包括多项选择和开放式问题.
- 数据分析的重点是当前的CLD培训策略和所面临的挑战.
主要成果:
- 自2008年以来,仅仅在CLD培训中使用课程输液已经减少.
- 提供专门的CLD课程或使用策略组合的方案的增加.
- 专门的CLD课程被认为更有效地为各种人群准备临床医生,尽管注意到资源和时间的限制.
结论:
- 建议在综合培训中采用混合方法,将课程输注与专门的CLD课程相结合.
- 开发额外的资源对于支持一般和专门的CLD课程的教师至关重要.
- 临床治疗师培训应该批判性地检查系统不平等和有害的意识形态,超越简单的多元文化主义庆祝活动,确保真正的响应性护理.
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