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Interprofessional Education for Preprofessional Speech-Language Pathologists and General-Education Teachers. EBP Briefs. Volume 13, Issue 1
Ist Teil von
EBP Briefs (Evidence-based Practice Briefs), 2018
Ort / Verlag
NCS Pearson, Inc
Erscheinungsjahr
2018
Link zum Volltext
Quelle
ERIC
Beschreibungen/Notizen
Clinical Question: Do preprofessional speech-language pathology (SLP) and general-education students (P) who have interprofessional opportunities when providing language interventions to children with language impairments (I) compared to not having interprofessional opportunities (C) show improvement in their Interprofessional Education Collaborative core competencies (IPEC) (O)? Method: Literature Review. Study Sources: Scopus, Cochrane Library, ERIC, PsycINFO, PubMed, ComDisDome, Education Research Complete, Academic Search Complete, Teacher Reference Center, OmniFile Full Text Select, Child Care & Early Education Research Connections. Search Terms: Combinations of the following: speech-language therapist OR speech-language pathologist OR speech-language therapy OR teachers OR educators, collaboration OR interprofessional OR multidisciplinary OR interdisciplinary OR transdisciplinary OR cross-disciplinary, interprofessional collaboration OR interprofessional relations, classroom-based collaboration OR consultation, primary school OR elementary school OR elementary education OR early childhood education OR schools, service delivery, teams OR teamwork, language disorders, attitudes OR perceptions. Number of Included Studies: 3. Primary Results: Related evidence to three of the four IPECs core competencies (i.e., roles/responsibilities, interprofessional communication, and teams and teamwork) suggests that preprofessional SLPs and general-education teachers can benefit from interprofessional education opportunities. Conclusions: The four IPEC core competencies should be introduced and explicitly addressed during interprofessional education experiences. Clinical educators should provide interprofessional opportunities for preprofessionals to collaborate with a variety of different professionals in schools. Preprofessionals should observe collaboration by certified professionals, as well as plan and implement their own collaborative assessment and treatment sessions under clinical educators' guidance and supervision. After collaborating, preprofessionals can benefit from facilitated discussions and explicit instruction relating the experience to the IPEC competencies.