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通过在沟通科学和障碍研究生培训计划中的跨专业同行教学,提升早期识别语音听力延迟

Leslie C Lopez¹, Megan Guidry¹

¹Department of Communication Disorders, School of Allied Health Professions, Louisiana State University Health Sciences Center, New Orleans.

American journal of audiology

|May 15, 2024

概括

跨专业的同行教学显著提高了医生助理学生的语音,语言和听力知识的里程碑. 学生们报告了积极的学习体验,强调了协作培训的价值.

科学领域:

健康专业教育卫生专业教育
专业间合作专业间合作
沟通科学与疾病沟通科学与疾病

背景情况:

医疗保健领域正在转向以团队为基础的护理模式.
将跨专业教育整合到研究生课程中,对于培养协作技能至关重要.
同行教学是提高卫生专业学习的有效策略.

研究的目的:

评估跨专业的同行教学干预对医生助理 (PA) 学生知识的影响.
评估PA学生对同行领导的教育经验的满意度,重点关注语音听力发育里程碑和查.

主要方法:

一个定量,描述性的研究,使用一个预测,测试后的干预设计.
干预涉及同行教学,由语音语言病理学和听力学研究生领导.
35名PA学生参与了教育干预.

主要成果:

从测试前到测试后,观察到知识分数的统计学上显著增加.
PA学生报告了同行领导的学习活动的积极总体体验.
干预有效地提高了对发展里程碑和查的理解.

结论:

跨专业的同行教学是PA学生一个有价值的教育策略.
语音语言病理学,听力学和PA课程之间的合作有利于儿科初级保健培训.
这种模式通过促进跨专业的学习和实践来增强CSD研究生课程.

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