Telepractice and in-person placements: same, same, but different. A qualitative investigation of students’ and practice educators’ experiences and perceptions
| Wednesday, May 29, 2024 |
| 10:50 AM - 11:05 AM |
| River View Room 05 |
Overview
Details
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
Presenter
Telepractice and in-person placements: same, same, but different. A qualitative investigation of students’ and practice educators’ experiences and perceptions
10:50 AM - 11:05 AMPresentation summary
Objectives: Our objectives were to understand the experiences and perceptions of telepractice placements from the perspective of speech pathology students and practice educators.
Methods: Two participant groups were involved in this study: (a) Australian speech pathology educators (n = 17), and (b) student speech pathologists (n = 20). Data were collected during 10 online focus groups (5 with educators; 5 with students) which explored student learning and development as well as educator supervisory practices. Data were analysed inductively using thematic network analysis. This entails developing basic themes which are then grouped into organising themes and summarised to construct an overarching global theme.
Results: We constructed six basic themes related to student learning experiences, educator supervisory practice, perceptions about telehealth, and location of educator and student. These were grouped into three organising themes: processes, perceptions, place. The organising themes were summarised into the overarching theme ‘telepractice and in-person placements: same, same, but different’.
Discussion: This study adds to the growing body of literature indicating that telepractice placements can meet student learning needs. It suggests that both educators and students need to learn new skills or adapt their current practices for these placements. Recommendations on how to manage the different practices required by educators and students will help guide educators to provide successful telepractice placements, particularly when the educator and student are not co-located.
Key messages
1. Name two student or educator practices that are different in telepractice placements compared with in-person placements.
2. Explain how the location of the student, educator, and other team members affects perceptions of TP placements.
3. List two things that can enhance the success of student learning on telepractice placements
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Session chair
Student volunteer(s)
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