A descriptive case report of telesupervision and online case-based learning for speech and language therapy students in Vietnam during the COVID-19 pandemic

South African Journal of Communication Disorders

 
 
Field Value
 
Title A descriptive case report of telesupervision and online case-based learning for speech and language therapy students in Vietnam during the COVID-19 pandemic
 
Creator McAllister, Lindy L. Atherton, Marie Winkworth, Alison Wells, Stephanie Le, Dien K. Sandweg, Karina Nguyen, Thuy T.T Henderson-Faranda, Natalia Broadmore, Sharon
 
Subject speech language pathology; speech therapy; speech and language therapy; clinical education; teaching and learning; COVID-19; pandemic; low- and middle-income countries; speech and language therapy; education; clinical placement; online learning; case-based learning; telesupervision
Description Background: Vietnam’s first speech and language therapy (SLT) degrees commenced in 2019 utilising international educators. Continuity of the degrees was impacted by travel restrictions during the coronavirus disease 2019 (COVID-19) pandemic.Objectives: This article presents a descriptive case report exploring the viability of online learning to continue clinical education (CE) of SLT students in Vietnam during the pandemic.Method: Students were scheduled for face to face placements throughout 2021. International SLT educators were to travel to Vietnam and work with interpreters and locally trained certificate level therapists to provide placement supervision. When travel became impossible, tele-supervision by international therapists working remotely and in partnership with local therapists and interpreters was arranged. The second wave of Covid-19 excluded students from healthcare settings early in their placements. To conclude these placements, tele-supervisors led online case-based discussions with students. For subsequent placements, Vietnamese and international therapists facilitated two to three weeks of online case-based group discussions for students, using cases with videos or avatars.Results: Learning outcomes for students, as evidenced in written and oral assessments demonstrated attainment of many of the learning objectives of the placements. Satisfaction for all participants (students, tele-supervisors, online group facilitators) was high. Students will undertake face to face placements in the future; however they will commence these placements with heightened clinical reasoning and planning skills.Conclusion: Online CE is possible in LMIC and, as part of a program which includes face to face placements, can support essential CE outcomes and enhance preparation for subsequent direct experiences with patients.
 
Publisher AOSIS
 
Contributor —
Date 2022-08-15
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajcd.v69i2.897
 
Source South African Journal of Communication Disorders; Vol 69, No 2 (2022); 6 pages 2225-4765 0379-8046
 
Language eng
 
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https://sajcd.org.za/index.php/sajcd/article/view/897/1810 https://sajcd.org.za/index.php/sajcd/article/view/897/1811 https://sajcd.org.za/index.php/sajcd/article/view/897/1812 https://sajcd.org.za/index.php/sajcd/article/view/897/1813
 
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Rights Copyright (c) 2022 Lindy L. McAllister, Marie Atherton, Alison Winkworth, Stephanie Wells, Dien K. Le, Karina Sandweg, Thuy T.T. Nguyen, Natalia Henderson-Faranda, Sharon Broadmore https://creativecommons.org/licenses/by/4.0
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