As health care and interprofessional educators and practitioners, we find ourselves at a crucial time for making change in how we educate and how we deliver services that are most impactful. Interprofessional education (IPE) is grounded in four competency areas
This spring marks the 1-year anniversary of our “new normal.” It is a challenging remembrance for those of us who spent the past year juggling caregiving responsibility with full-time work, while feeling socially isolated and/or forgotten by society. Local governments
To paraphrase Betsey Stevenson, an economist at the University of Michigan: COVID took a crowbar to existing disparities and pried them wide open (Grose, 2021). Academics as a group tend to be relatively privileged in terms of education and socioeconomic
The current educational model for speech-language pathologists (SLPs) was established when the master’s became the entry-level degree in 1963. Since then, the educational model for SLPs has evolved incrementally with standards being added periodically, such as the recently added knowledge
According to the World Health Organization (WHO,2010), interprofessional education (IPE) occurs “when two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” (p. 13). ASHA-accredited programs are actively engaged in addressing
Publishing a research article in a peer-reviewed journal is a colossal act of deferred gratification, wherein the academic researcher undergoes a rigorous process of generating an idea, working out a scientific method, securing institutional permission to conduct the research, analyzing
Audiology programs across the nation faced the same questions in mid-March 2020: What will we do now? How will we deliver excellent clinical education and serve our patients while conducting clinics and classes virtually? What learning opportunities will the students
Following the lead of Joe Duffy (2016), I started asking graduate students in my motor speech disorders classes to imagine (a) what their clinical practice will look like in 10 years and (b) how technology will affect clinical practice. Invariably,
Challenges In late February, when we first considered the potential impact of COVID-19 on clinical education, each wave of information contained profound implications for what might be coming. Each possibility seemed unbelievable- never before had clinical education as we knew
Well-known is the shortage of PhD academic-researchers in audiology, speech-language pathology, and speech and hearing science. The severity of this issue was officially recognized by ASHA and the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD) in a
ASHA publishes four peer-reviewed scholarly journals and one peer-reviewed scholarly review journal pertaining to the general field of communication sciences and disorders (CSD) and to the professions of audiology and speech-language pathology. These journals are the American Journal of Audiology; American Journal of Speech-Language Pathology; Journal of Speech, Language, and Hearing Research; Language, Speech, and Hearing Services in Schools; and Perspectives of the ASHA Special Interest Groups. These journals have the collective mission of disseminating research findings, theoretical advances, and clinical knowledge in CSD.
