The personality of past, present and future speech–language pathology students*

Byrne, Nicole

doi:10.1111/1460-6984.12337

Cited by 8 publications

(10 citation statements)

References 24 publications

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“…(Re)Habilitation will never be successful without keeping attention and working on the whole social context" [36] (p. 9). Linked to clinical services [37], conscientiousness is linked to a commitment to lifelong learning [38].…”

Section: The Speech-related Field and Lifelong Learningmentioning

confidence: 99%

“…Building clinician expertise for SLPs and audiologists including professional development [35] and lifelong learning fits with the scope of evidence-based practice [35]. A commitment to lifelong learning is expected [12,38], and SLPs and audiologists should be given the opportunity to update their knowledge and skills [34], including skills for working in an interdisciplinary environment [36]. An interdisciplinary competency framework was developed that is seen to enable the person to identify whether they need to update their competencies in order to be able to work in an interdisciplinary way [36].…”

Section: Lifelong Learning and Professional Developmentmentioning

confidence: 99%

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Role and Scope Coverage of Speech-Related Professionals Linked to Neuro-Advancements within the Academic Literature and Canadian Newspapers

Villamil

Wolbring

2019

Education Sciences

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Speech-related professionals such as speech language pathologists (SLPs) and audiologists make use of neuro-advancements including neurotechnologies such as cochlear implants (CIs), brain-computer interfaces, and deep brain stimulation. Speech-related professionals could occupy many roles in relation to their interaction with neuro-advancements reflecting the roles expected of them by their professional organizations. These roles include: service provider, promoter of neuro-products such as CIs, educator of others, neuro-related knowledge producer and researcher, advocates for their fields and their clients in relation to neuro-advancements, and influencers of neuro-policy, neuroethics and neuro-governance discussions. Lifelong learning, also known as professional development, is used as a mechanism to keep professionals up to date on knowledge needed to perform their work and could be used to support the fulfillment of all the roles in relation to neuro-advancements. Using 300 English language Canadian newspapers and academic articles from SCOPUS and the 70 databases of EBSCO-Host as sources, we found that the neuro-advancement content linked to speech-related professionals centered around CIs and brain computer interfaces, with other neuro-technologies being mentioned much less. Speech-related professionals were mostly mentioned in roles linked to clinical service provision, but rarely to not at all in other roles such as advocate, researcher or influencer of neuroethics and neuro-governance discussions. Furthermore, lifelong learning was not engaged with as a topic. The findings suggest that the mentioning of and engagement with roles of speech-related professionals linked to neuro-advancements falls short given the expectations of roles of speech-related professionals for example. We submit that these findings have implications for the education of speech-related professionals, how others perceive the role and identity of speech-related professionals, and how speech-related professionals perceive their own role.

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Section: The Speech-related Field and Lifelong Learningmentioning

confidence: 99%

Section: Lifelong Learning and Professional Developmentmentioning

confidence: 99%

Role and Scope Coverage of Speech-Related Professionals Linked to Neuro-Advancements within the Academic Literature and Canadian Newspapers

Villamil

Wolbring

2019

Education Sciences

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“…Studies conducted by pharmacy (eight articles, 11%), dental (six articles, 8%), and nursing (five articles, 7%) education programs were also identified. Four articles were classified as "other" because they included other health science programs: speech-language pathology students, 12 veterinary nursing students, 13 occupational therapy students, 14 and veterinary students. 15 Three articles evaluated multiple educational programs.…”

Section: Resultsmentioning

confidence: 99%

Use of Personality Frameworks in Health Science Education

Childs‐Kean

Edwards

Smith

2020

American Journal of Pharmaceutical Education

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Objectives. To review the use of personality frameworks by educators as a tool to increase selfawareness in health professions students. Findings. After screening titles, abstracts, and/or the full text of the 415 articles identified in an initial search, 71 articles involving personality frameworks were included in the study. Several different personality frameworks, including the Five-Factor Model, Myers-Briggs Type Indicator, the Rational Experiential Inventory, and the CliftonStrengths assessment, were used in various health science education disciplines, including medicine, nursing, and pharmacy. Most publications were descriptive in nature and only reported on the personality attributes of the given research cohort. Some studies correlated personality framework results with either learning or non-cognitive outcomes. Very few studies described using personality frameworks as a tool for self-awareness and growth. Summary. While some personality frameworks have been used in health science education for multiple purposes, there is currently a lack of published evidence documenting the use of these frameworks for self-awareness in students.

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“…Although personality is inconsistently related to success in SLP students (Armstead, 1981;Crane & Cooper, 1983;Richardson et al, 2020;Shriberg et al, 1977), it is related to wellbeing (Strickhouser, Zell, & Krizan, 2017). Other research has been reported into the relevance of personality of SLP students (Baggs, 2013;Byrne, 2018;Simpson & Baggs, 2012). Further research into the relationship between personality and wellbeing in SLP students may be of value.…”

Section: Discussionmentioning

confidence: 99%

A scoping review of predictors of speech-language pathology student success

Johnson

Purcell

Power

et al. 2021

Speech, Language and Hearing

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Successful completion of their degree is important for both speech-language pathology (SLP) students and their university program. One way of supporting students to achieve the required level of competence would be the early identification of students most in need of additional support. Little is known about predictors of speech-language pathology student success. This paper describes a scoping review aiming to identify the range of factors known to contribute to SLP students' performance in their degree programs. Astin's Input-Environment-Outcome model (1991) was used as a conceptual framework. Four databases were searched, as were references and citations of identified papers. Peer reviewed papers, theses and conference presentations were included. Twenty-one papers and theses from four countries were reviewed. A range of admission criteria and during program factors predict SLP student outcomes during their programs, including discipline understanding, academic skills and test-taking ability. SLP students' discipline knowledge, academic skills and standardized test taking ability can predict their success in their prequalification degree. Identifying students less likely to succeed would allow them to seek support as early as possible and assist educators to provide that support.

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The personality of past, present and future speech–language pathology students*

Cited by 8 publications

References 24 publications

Role and Scope Coverage of Speech-Related Professionals Linked to Neuro-Advancements within the Academic Literature and Canadian Newspapers

Role and Scope Coverage of Speech-Related Professionals Linked to Neuro-Advancements within the Academic Literature and Canadian Newspapers

Use of Personality Frameworks in Health Science Education

A scoping review of predictors of speech-language pathology student success

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