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Rick Talbott, Ph.D. Dean

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  • 1. Rick Talbott, Ph.D. Dean College of Allied Health Professions University of South Alabama THE CONTINUUM OF EDUCATION DILEMMA THE EDUCATION OF SPEECH LANGUAGE PATHOLOGISTS AND AUDIOLOGISTS Goals For Presentation: 1. Describe the status quo 2. Describe shortfalls in current models 3. Recommendations for change 4. Discussion/Input from group
  • 2. THE CONTINUUM OF EDUCATION DILEMMA• WHAT SHOULD BE THE GOALS OF OUR EDUCATIONAL SYSTEM? – SUPER ORDINATE GOAL • Educate the most competent speech-language pathologists and audiologists possible– Sine Qua Non – ADDITIONAL GOALS • Provide a broad educational experience “the educated citizen” approach • Provide educational approach that prepares for academic and research careers • Provide building blocks for educational optionsRick Talbott, Ph.D. Dean College of Allied Health Professions University of South Alabama
  • 3. THE EVOLUTION OF CURRENT STANDARDS • Evolution of Educational Requirements – Historical Precedent – Belief System – 1987 ASHA Job Analysis Study—Both Professions – Skills Validation Studies • Audiology Tannenbaum-Rosenfield-- • Speech Language Pathology - Hundreds of Studies/Articles/Proposals Rick Talbott, Ph.D. Dean College of Allied Health Professions University of South Alabama
  • 4. THE RESULTS – Focus of study on agreement among three groups; educators; practicing clinicians ; and an expert panel. • CFY was not an efficacious model • More of knowledge areas should be included in the educational experience • Indirect evidence that scope of practice exceeded scope of educational commitment • Major change = AuD • Changes to Certification and Accreditation StandardsRick Talbott, Ph.D. Dean College of Allied Health Professions University of South Alabama
  • 5. THE MISSING LINK A MODEL BASED ON AN EDUCATIONAL CONTINUUM A SPECIFIC BUILDING BLOCK APPROACH FROM FRESHMAN THROUGH GRADUATE DEGREES THE CCC ‘s “COULD INCLUDE, AMONG OTHERS,” THE ACAE’S “MUST INCLUDE BASIC SCIENCE AS WELL AS A BROAD EDUCATION IN LIBERAL ARTS” STANDARDS—LACK OF SPECIFICITY = LACK OF RIGOR-LACK OF PLANNING Rick Talbott, Ph.D. Dean College of Allied Health Professions University of South Alabama
  • 6. CURRENT REVISIONS –LOOKING FORWARD-GOING BACKWARDS? • 2007: Practice and Curriculum Analysis of CAA and CFCC- Audiology Stds. – Survey developed by 12 member panel – Consultants – Peer Review – CFCC TO REVIEW IN FEB/MARCH Rick Talbott, Ph.D. Dean College of Allied Health Professions University of South Alabama
  • 7. PROPOSED NEW STANDARDS • PREVIOUS STANDARDS LACKED DETAILED SCIENCE SPECIFICITY – • PROPOSED STANDARDS CURED THE LACK OF DETAIL BY BASICALLY ELIMINATING ANY SPECIFICITY • LEAVE IT UP TO THE PROGRAMS? Rick Talbott, Ph.D. Dean College of Allied Health Professions University of South Alabama
  • 8. SO WHAT‘S THE PROBLEM • INADEQUATE MATH AND SCIENCE BACKGROUND FOR GRADUATE CLINICAL COURSES • INADEQUATE MATH AND SCIENCE PREPARATION FOR RESEARCH – ACADEMIC CAREER • WOULD THIS PUT US AT A COMPETITIVE DISADVANTAGE ? Rick Talbott, Ph.D. Dean College of Allied Health Professions University of South Alabama
  • 9. FOUNDATIONS? • THE NEW AUDIOLOGY STANDARD IV-A-Program of Study/Foundations of Practice – A1. Embryology, Physiology, Neuroanatomy, Neurophysiology, Pathophysiology The most elementary texts in these areas require at least a basic understanding of biochemistry, trigonometry, calculus. Rick Talbott, Ph.D. Dean College of Allied Health Professions University of South Alabama
  • 10. THE CHOICES • Absent the background graduate programs have two choices: (a) Superficial Treatment or (b) Remedial --- Time consuming Work • How many hours spent in graduate courses on basic math/trig remediation in trying to get across basic physics of sound. • Almost all of the neurophysiology-general physiology- pathophysiology is dependent on knowledge of membrane potentials – Nernst Potentials: Goldman-Hodgkin-Katz Equation-Chord Conductance Equation– • • Translation: BIOCHEMISTRY Rick Talbott, Ph.D. Dean College of Allied Health Professions University of South Alabama
  • 11. COMPARABLE HEALTH DEGREES • PROFESSIONAL DOCTORAL DEGREES – PHARM D. – MEDICINE – DENTISTRY – PHYSICAL THERAPY • NON-DOCTORAL ALLIED HEALTH – PHYSICIAN ASSISTANT – CLINICAL LABORATORY SCIENCE – OCCUPATIONAL THERAPY Rick Talbott, Ph.D. Dean College of Allied Health Professions University of South Alabama
  • 12. COMMON ELEMENTS OF BOTH DOCTORAL AND NON-DOCTORAL HEALTH PRE- PROFESSIONAL EDUCATION • PHYSICS – An essential background for both professions but not required by CAA-CFCC-ACAE- CURRENT OR IN THE WORKS • ORGANIC CHEMISTRY – An essential background for both professions but not required by CAA-CFCC-ACAE • MATH/CALCULUS - An essential background for both professions but not required by CAA-CFCC-ACAE Rick Talbott, Ph.D. Dean College of Allied Health Professions University of South Alabama
  • 13. TO BE GAINED– IN TERMS OF GOALS CLINICAL COMPETENCY– Scope of practice and technology will change– ability to cope with change is consequence of strong science foundation. REDUCTION OF REMEDIAL COURSEWORK AND TIME IN GRADUATE STUDY GREATER HOMOGENEITY OF RAW MATERIAL– Students are not lacking capability but lacking knowledge and academic challenge. CAREER OPTIONS- To remain viable—being competitive in research market demands being competitive for NIH and comparable funding. Rick Talbott, Ph.D. Dean College of Allied Health Professions University of South Alabama
  • 14. SUMMARY OF NEEDS HOMOGENEITY OF PRE- PROFESSIONAL EDUCATION FRONT END TO BACK END CONTINUUM OF EDUCATION PLANNING STUDENT SHOULD BE PREPARED TO GO WHEREVER HIS/HER EXPERIENCE LEADS Rick Talbott, Ph.D. Dean College of Allied Health Professions University of South Alabama