Louise Occomore-Kent – Lecturer in Speech and Language Therapy, City, University of London
‘Voice disorders’ lectures for pre-registration Speech and Language Therapists (SLTs) are delivered in traditional, didactic lectures at the authors’ institution. There is emerging evidence for video-based learning tools (VBLT) for medical students learning clinical skills (Shippey et al., 2011; Jowett et al., 2007); consistent with our existing appreciation of experiential learning (Kolb, 1975). The coronavirus pandemic has provided opportunities and necessitated development of online and self-directed teaching methods (Dhawan, 2020). Voice disorders are rarely encountered by students on clinical placements, so it is unsurprising that SLTs report low confidence in this area (Teten et al., 2016). The authors aimed to explore whether a locally developed, novel, VBLT may increase accuracy and confidence for student SLTs learning a fundamental voice technique.
Methods
Twenty-one participants were randomised into 3 groups following traditional teaching: Group 1: instructional handout Group 2: VBLT with peer feedback Group 3: individualised clinician teaching and feedback Participants completed a survey before and after their teaching. They were then video-recorded producing the technique and accuracy was then rated by a clinician. Quantitative and qualitative analysis was performed on the results.
Results
All groups showed improved self-rated knowledge, confidence and accuracy. Group 3 showed the greatest improvement in all domains and received the highest clinician-rated accuracy. Group 2 clinician-rated accuracy was comparable to Group 3. Group 1 showed the least improvement in self-ratings and clinician-rated accuracy. Qualitatively, Groups 2 and 3 regarded their experience positively, while Group 1 reported feelings of uncertainty and confusion from their intervention and wanted alternative/further input.
Conclusion
The VBLT improved students’ accuracy compared with the traditional teaching method; and accuracy of students’ production was comparable to receiving individual teaching and feedback from a clinician. Traditional teaching methods were least effective and desirable based on production accuracy, and students’ feedback. The findings may be relevant to various disciplines considering how to teach practical skills to students effectively, particularly those with larger cohorts where individualised teaching and feedback from staff is often challenging. The author plans to submit these findings to an peer-reviewed higher education journal to disseminate findings to a wider audience.
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Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crises. Journal of Educational Technology, 49(1), 5-22
JJowett, N., LeBlanc, V., Xeroulis, G., MacRae, H., Dubrowski, A. (2007). Surgical skill acquisition with self-directed practice using computer-based video training. The American Journal of Surgery. 193; p237–242.
Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Studies of group process (pp. 33–57). New York:
Wiley. Shippey, S.H., Chen, T.L., Chou, B., Knoepp, L.R., Bowen, C.W., & Handa, V.L. (2011). Teaching Subcuticular Suturing to Medical Students: Video versus Expert Instructor Feedback. Journal of Surgical Education. 68(5), p397-402.
Teten, A.F., DeVeney, S.L., & Friehe, M.J. (2016). Voice Disorder Management Competencies: A Survey of School-Based Speech-Language Pathologists in Nebraska, Language, Speech & Hearing Services in Schools, 47(11), pp. 31-43.
