From theory to practice: Practice educators' perspectives on how SLP students transfer knowledge and skillls
Tracks
5
Competency
Practice (clinical) education
Professional standards
Supervision
| Friday, June 13, 2025 |
| 12:10 PM - 12:20 PM |
Overview
Dr Lillian Krikheli and Dr Simone Arnott
Details
⏫ Research insights
⏲️ 12.10pm - 12.30pm
⌛ 20-minutes
📚 Assumed knowledge of attendees: Intermediate (Some previous learning/working knowledge of topic e.g. treated a few cases)
⏲️ 12.10pm - 12.30pm
⌛ 20-minutes
📚 Assumed knowledge of attendees: Intermediate (Some previous learning/working knowledge of topic e.g. treated a few cases)
Presenter
Dr Lillian Krikheli
La Trobe University
From theory to practice: Practice educators' perspectives on how SLP students transfer knowledge and skillls
12:10 PM - 12:30 PMPresentation summary
Transfer of knowledge and skills is explicitly identified as an integral component of university curricula (Speech Pathology Australia accreditation guide, 2022). However, a shared and deep understanding of transfer in speech language pathology (SLP) is lacking. This presentation reports on Phase 1 and 2 of an investigation about how practice educators perceive and facilitate the transfer of knowledge and skills when supporting SLP students on placement.
Objectives
The project aimed to describe:
1. How practice educators facilitate transfer of knowledge and skills with SLP students;
2. How practice educators perceive transfer has occurred.
Methods
The project utilised a modified-Delphi technique (e.g. Romig et al., 2016).
Phase 1 invited SLP practice educators to complete an online survey addressing the aims. Data from each question were analysed separately using content analysis (Graneheim & Lundman, 2004).
Phase 2 invited Phase 1 respondents to participate in a focus group exploring concepts identified in the Phase 1 data. Focus group data were analysed using thematic analysis.
Results
Phase 1: 82 SLPs completed the survey, with varied workplace contexts and supervisory experience reflected. Facilitators of transfer were: considering the learner and learning environment; facilitating reflective practice; using intentional teaching practices to support learning. Characteristics indicating transfer were: metacognitive evidence of transfer; observed enaction of transfer; reliance on the system; unsure how transfer has occurred.
Phase 2: Five focus groups (n = 19) were held. Preliminary analysis confirmed SLPs actively facilitated transfer, and feedback and reflection were commonly used facilitators. Critical self-reflection and observations of changed student practice were suggested as key evidence of transfer.
Conclusions
Findings support development of a shared understanding of transfer and the facilitators of transfer in SLP students which is critically needed. This will benefit SLPs involved in student education in workplaces or at university and ultimately those who employ graduates.
Objectives
The project aimed to describe:
1. How practice educators facilitate transfer of knowledge and skills with SLP students;
2. How practice educators perceive transfer has occurred.
Methods
The project utilised a modified-Delphi technique (e.g. Romig et al., 2016).
Phase 1 invited SLP practice educators to complete an online survey addressing the aims. Data from each question were analysed separately using content analysis (Graneheim & Lundman, 2004).
Phase 2 invited Phase 1 respondents to participate in a focus group exploring concepts identified in the Phase 1 data. Focus group data were analysed using thematic analysis.
Results
Phase 1: 82 SLPs completed the survey, with varied workplace contexts and supervisory experience reflected. Facilitators of transfer were: considering the learner and learning environment; facilitating reflective practice; using intentional teaching practices to support learning. Characteristics indicating transfer were: metacognitive evidence of transfer; observed enaction of transfer; reliance on the system; unsure how transfer has occurred.
Phase 2: Five focus groups (n = 19) were held. Preliminary analysis confirmed SLPs actively facilitated transfer, and feedback and reflection were commonly used facilitators. Critical self-reflection and observations of changed student practice were suggested as key evidence of transfer.
Conclusions
Findings support development of a shared understanding of transfer and the facilitators of transfer in SLP students which is critically needed. This will benefit SLPs involved in student education in workplaces or at university and ultimately those who employ graduates.
Refrences
Braun, V., & Clarke, V. (2022). Thematic analysis: a practical guide. SAGE Publications Ltd. s
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today, 24(2), 105-112. https://doi.org/10.1016/j.nedt.2003.10.001
Jackson, D., Fleming, J., & Rowe, A. (2019). Enabling the Transfer of Skills and Knowledge across Classroom and Work Contexts. Vocations and learning, 12(3), 459-478. https://doi.org/10.1007/s12186-019-09224-1
Myers, K., Bilyeu, C., Covington, K., & Sharp, A. (2022). Clinical Teaching Competencies in Physical Therapist Education: A Modified Delphi Study. Physical Therapy, 102(7), pzac063. https://doi.org/10.1093/ptj/pzac063
Olesen, K. B., Christensen, M. K., & O'Neill, L. D. (2021). What do we mean by “transferable skills”? A literature review of how the concept is conceptualized in undergraduate health sciences education. Higher Education, Skills and Work-Based Learning, 11(3), 616-634. https://doi.org/10.1108/HESWBL-01-2020-0012
Romig, B. D., Tucker, A. W., Hewitt, A. M., & O'Sullivan Maillet, J. (2016). The Future of Clinical Education: Using the Delphi Technique to Study Allied Health Deans' Perspectives on Definitions and Goals. Journal of allied health, 45(4), 243–250.
Speech Pathology Australia. (2022). Guidelines for the accreditation of speech pathology degree programs. Part 2: Evidence guide. (version 1.2). Melbourne, Australia: Speech Pathology Australia
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today, 24(2), 105-112. https://doi.org/10.1016/j.nedt.2003.10.001
Jackson, D., Fleming, J., & Rowe, A. (2019). Enabling the Transfer of Skills and Knowledge across Classroom and Work Contexts. Vocations and learning, 12(3), 459-478. https://doi.org/10.1007/s12186-019-09224-1
Myers, K., Bilyeu, C., Covington, K., & Sharp, A. (2022). Clinical Teaching Competencies in Physical Therapist Education: A Modified Delphi Study. Physical Therapy, 102(7), pzac063. https://doi.org/10.1093/ptj/pzac063
Olesen, K. B., Christensen, M. K., & O'Neill, L. D. (2021). What do we mean by “transferable skills”? A literature review of how the concept is conceptualized in undergraduate health sciences education. Higher Education, Skills and Work-Based Learning, 11(3), 616-634. https://doi.org/10.1108/HESWBL-01-2020-0012
Romig, B. D., Tucker, A. W., Hewitt, A. M., & O'Sullivan Maillet, J. (2016). The Future of Clinical Education: Using the Delphi Technique to Study Allied Health Deans' Perspectives on Definitions and Goals. Journal of allied health, 45(4), 243–250.
Speech Pathology Australia. (2022). Guidelines for the accreditation of speech pathology degree programs. Part 2: Evidence guide. (version 1.2). Melbourne, Australia: Speech Pathology Australia
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Dr Lillian Krikheli is Lecturer in the Discipline of Speech Pathology with a particular interest in clinical laryngology and dysphagia management. Lilli's doctoral research was a multi-phase international consensus study investigating the role and practice of speech pathologists working in paediatric palliative care settings. Since then, she has continued to consult on projects that use Delphi methodology for clinical guideline development. Lilli is a certified practising speech pathologist (CPSP, MSPA) and her research is grounded in her ongoing clinical practice within the hospital environment.
Dr Simone Arnott
Professional Standards Advisor
Speech Pathology Australia
From theory to practice: Practice educators' perspectives on how SLP students transfer knowledge and skills
12:10 PM - 12:30 PM**********
Simone Arnott has worked across a range of speech pathology contexts. Her current interests include accreditation, curriculum design, practice education and stuttering. She loves feeling connected with and contributing to her professional communities.
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
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