Presentation Type
Poster
Start Date
5-4-2022 11:00 AM
End Date
5-4-2022 1:00 PM
Advisor
Brandon Eddy
Student Level
Post Baccalaureate
Abstract
Graduate students in speech-language pathology (SLP) must complete 400 clinical clock hours during graduate training, the majority of which frequently come from off-campus externship experiences. Graduate students are matched to externship sites by their program. No studies to date have systematically documented how graduate programs in speech-language pathology select students for externship experiences nor the constraints involved in the externship process (e.g., academic schedule). The goal of this study is to survey ASHA accredited SLP programs to describe the current procedures being used to place students at externship sites and the roles and perspectives of the externship coordinators. Externship coordinators at 303 SLP graduate programs were identified using the ASHA Council on Academic Accreditation Program Listing. They were sent an anonymous Qualtrics survey via email. The survey collected information regarding the constraints and requirements of their department’s externship experiences, how students were matched to sites, factors involved in matching, and the roles and experiences of externship coordinators. Data collection for this study is ongoing. Responses will be analyzed using descriptive statistics to describe quantitative responses and thematic analysis to describe qualitative responses. Results from this study will inform graduate SLP programs and may illuminate bias within current externship placement practices. Further, this research may aid prospective graduate students in asking informed questions about the externship process before selecting a graduate program.
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Persistent Identifier
https://archives.pdx.edu/ds/psu/37462
Included in
Investigation of the Externship Selection Process Across ASHA-Accredited Speech Language Pathology Programs
Graduate students in speech-language pathology (SLP) must complete 400 clinical clock hours during graduate training, the majority of which frequently come from off-campus externship experiences. Graduate students are matched to externship sites by their program. No studies to date have systematically documented how graduate programs in speech-language pathology select students for externship experiences nor the constraints involved in the externship process (e.g., academic schedule). The goal of this study is to survey ASHA accredited SLP programs to describe the current procedures being used to place students at externship sites and the roles and perspectives of the externship coordinators. Externship coordinators at 303 SLP graduate programs were identified using the ASHA Council on Academic Accreditation Program Listing. They were sent an anonymous Qualtrics survey via email. The survey collected information regarding the constraints and requirements of their department’s externship experiences, how students were matched to sites, factors involved in matching, and the roles and experiences of externship coordinators. Data collection for this study is ongoing. Responses will be analyzed using descriptive statistics to describe quantitative responses and thematic analysis to describe qualitative responses. Results from this study will inform graduate SLP programs and may illuminate bias within current externship placement practices. Further, this research may aid prospective graduate students in asking informed questions about the externship process before selecting a graduate program.