University Teachers’ Perceptions of Screening Students’ Communication Skills: A Case Study from Speech Pathology

Abstract

Excellent communication and interpersonal skills are necessary for allied health professionals to provide effective care/treatment and underpin the practice-based competencies allied health students must develop. Communication skills of first year speech pathology (SP) students are screened at the major Australian metropolitan university where this study took place. Final year students screen their first year peers as part of their practice-based education experience. Although this identifies first year students with communication difficulties, the perceived value to university teachers (academics and practice educators) has not been investigated. This study described university staff perceptions of screening the communication skills of first year SP students. The qualitative, descriptive design included two focus groups. The dataset was analysed thematically. The analysis revealed the staff perception of value in screening communication skills to inform student support. Two sub-themes contributing to this perception were 'purpose of the screener' and 'content and administration of the screener'. Both staff groups strongly valued the screening process, stating that it is positive and useful. A similar screening process could identify first year students from a range of health fields with less skilled communication, who may require additional support to achieve competency.

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

“…The first author facilitated both focus groups, using the same prompt questions as those used by Johnson et al (2019) in the staff focus groups:  Why do you think we screen the first-year students?  What do you know about the way we screen the first-year students?…”

“…Both groups of students had previously completed the screening as a first-year student, but only the final-years could consider the experience of screening their peers. These participants add their perspectives to those of the staff stakeholders, previously reported (Johnson et al, 2019).…”

“…One way of identifying students potentially at risk of struggling in practice-based education is through the screening of their communication skills early in the program, to provide insight into an otherwise unknown input factor. A student-led communication screener is used with speech pathology students in one program in Australia (Johnson et al, 2019). Final-year students screen first-year students' communication skills, then feedback is provided by university speech pathology staff, including follow up on any identified concerns.…”

“…It is therefore essential to understand how the students and university staff feel about the screener, and if it is perceived as a positive or perhaps punitive experience. Johnson et al (2019) were the first to describe the perspectives of the university staff involved in such a screening process. The staff felt the screening process was useful to identify students requiring targeted support, particularly as an initial layer of information for the student on which to build the support.…”

“…The staff felt the screening process was useful to identify students requiring targeted support, particularly as an initial layer of information for the student on which to build the support. They discussed two main themes: the reason for the screenerincluding the role of the university, the purpose of the screener and support for studentsand the content and administration of the screener (Johnson et al, 2019). .…”