‘The Early Exposure is Really Helpful’ – Students’ Views of Participating in Communication Skills Screening

Abstract

Students commence university with many hopes and dreams for their future and for most, these are realised. Health professional students must succeed in both their academic and clinical experiences. Excellent communication with their patients and colleagues on placement is necessary and particularly so for speech pathology students. This qualitative, descriptive study investigates how first- and final-year students view the screening of their communication skills in which they participate. The focus groups took place within the speech pathology department of a major Australian metropolitan university. Data were transcribed and analysed thematically. Three main themes arose: professional development, students’ cognitive and emotional responses, and the organisation of the screener. Both groups of students felt the screener was both an important part of their professional development and a way of identifying and supporting speech pathology students with communication difficulties. They valued the student-led nature of the process. Implications for the value of using a student-led communication screener to identify students with weaker communication skills early in their program and for the support of such students are discussed.

Critical Evaluation of Modern Strategies and Methods of Formation of Communicative Competency in the System of Continuing Education of Document Managers

“…We found that group work strategies include active learning (Anosova et al, 2022;Ben-Eliyahu, 2021;Chuang, 2021), flipped classroom model (Julia et al, 2020;Mitsiou, 2019), problem-based learning (Dorit & Nirit, 2022;Shalini, 2021), simulation-based learning (Abrandt Dahlgren & Hopwood, 2023;Cho et al, 2022;Mammadova, 2021), interactive lecture (Taat et al, 2020;Zhampeiis et al, 2022), intensive learning (Boonteerarak, 2021), and ICT-based learning (Akorede & Adeniyi, 2020;Poplavskyi & Bondar, 2021). In the context of formation of communicative competency in the system of continuing education, self-study strategies refer to personalization (Bekmanova et al, 2021;Yoel et al, 2022;Shemshack & Spector, 2020), peer learning (Johler, 2022;Johnson et al, 2021), selfregulated learning (Lemmetty & Collin, 2020;Santoso et al, 2022), and placement (Caspersen & Smeby, 2021;Woods, 2021). Table 1 demonstrates the review on modern strategies and methods to form communicative competency in the system of continuing education.…”

“…tailoring the educational materials to learners' needs (Yoel et al, 2022); transformation of the teaching experience and students' learning experience to achieve educational goals (Shemshack & Spector, 2020) Instructional video (Schmid et al, 2022) Interactive testing (Bekmanova et al, 2021) Work with multimedia textbook (Bekmanova et al, 2021) Didactic cards (Villatoro & de-Benito, 2022) Work with documents (Bekmanova et al, 2021) Quiz and games (Shemshack & Spector, 2020;Villatoro & de-Benito, 2022) Storytelling (Shemshack & Spector, 2020) Concept test (Shemshack & Spector, 2020;Villatoro & de-Benito, 2022) Peer learning students' learning with and from each other (Johler, 2022); horizontal educational process when students participate in instruction and evaluation (Johnson et al, 2021) Warm-up activity (Duran et al, 2019) Collaborative work (Mantra et al, 2019) Reporting (Johler, 2022) Conference (Johler, 2022;Johnson et al, 2021) Preparation of information messages (Johnson et al, 2021) Picture description (San Martin et al, 2020) Parallel control (Mantra et al, 2019) Webinar (Yang & Kim, 2022) Independent practice (Mitsiou, 2019) Peer evaluation (Johler, 2022;Johnson et al, 2021) Self-regulated learning Involvement of students' into organization and control of the learning environment (Lemmetty & Collin, 2020); process when students actively manage their own learning experiences (Mejeh & Held, 2022); process when learners monitor and control their cognition, motivation, and ...…”

Editorial: [Ab]normal Life goes on

“…Robyn Johnson, Alison Purcell, Emma Power and Steven Cumming's article (Johnson et al, 2021) also highlights the importance of communication with patients and colleagues for speech pathology students on placement. Students' views shared in focus groups on a communications screening tool acknowledge its value in identifying students with weaker communication skills early in their programme and in initiating support.…”