Developing a framework and digital toolkit for healthcare professional students and educators to support Technology-Enabled Practice Education (TEPE)

Yvonne Lynch; Beth Milofsky; Cliona Sullivan; Eilis Farren; Órla Gilheaney; Susan  Johnson; Ciaran Kenny; Caroline Jagoe; Duana Quigley

doi:10.1921/jpts.v21i1-2.2048

Authors

Yvonne Lynch Trinity College Dublin https://orcid.org/0000-0003-3209-3099
Beth Milofsky Trinity College Dublin, Department of Clinical Speech and Language Studies https://orcid.org/0000-0002-0254-0559
Cliona Sullivan Trinity College Dublin https://orcid.org/0009-0002-7131-3402
Eilis Farren Trinity College Dublin https://orcid.org/0000-0001-9915-1981
Órla Gilheaney Trinity College Dublin https://orcid.org/0000-0002-0041-783X
Susan Johnson Mooka Media Ltd, Managing Director & Head of Operations https://orcid.org/0000-0002-6954-0799
Ciaran Kenny Trinity College Dublin https://orcid.org/0000-0001-6567-2412
Caroline Jagoe Trinity College Dublin https://orcid.org/0000-0002-3015-1550
Duana Quigley Trinity College Dublin https://orcid.org/0000-0003-4012-0165

DOI:

https://doi.org/10.1921/jpts.v21i1-2.2048

Keywords:

practice education, telepractice

Abstract

Practice education is a core component of speech and language therapy education. COVID-19 led to the abrupt disruption of student placements and the rapid adoption of technology-supported solutions to ensure the continuity of clinical learning, including telepractice and simulation-based learning. Technology brings many opportunities. For example, simulation-based learning allows students to engage with rare clinical presentations or practise skills before meeting clients. However, the sudden shift to technology solutions meant that many practice educators and students were learning through trial and error as they engaged with the technology. Furthermore, telepractice requires additional skill learning and competency development for both students and educators. This study aimed to evaluate the experience of students and educators involved in practice education during the pandemic and identify how technology-enabled practice education can be effectively supported in the future. Using a six-step co-design approach, we considered the extant literature and evaluated the benefits and challenges of using technology-enabled practice education during the pandemic. Through an iterative co-design process, we synthesised the learning to develop a framework to support technology-enabled practice education and an online toolkit resource to support students engaging with technology-enabled practice education.

Author Biographies

Yvonne Lynch, Trinity College Dublin

Yvonne Lynch is an Assistant Professor in Clinical Speech and Language Studies and Principal Investigator on the Technology Enabled Practice Education (TEPE) project. Interests include technology-enhanced clinical practice, augmentative and alternative communication, and clinical decision-making.

Beth Milofsky, Trinity College Dublin, Department of Clinical Speech and Language Studies

Beth Milofsky is a Senior Speech and Language Therapist, at Children’s Disability Network Team, HSE, PhD Candidate at Trinity College Dublin, Department of Clinical Speech and Language Studies.

Cliona Sullivan , Trinity College Dublin

Speech and Language Therapist and was a student co-researcher on the project

Eilis Farren, Trinity College Dublin

Eilis Farren is a Speech and Language Therapist, Paediatric Primary Care, HSE in the Department of Clinical Speech and Language Studies.

Órla Gilheaney, Trinity College Dublin

Assistant Professor in Speech-Language Pathology Trinity College Dublin.

Susan Johnson, Mooka Media Ltd, Managing Director & Head of Operations

An instructional designer with over 20 years’ experience of working on digital education and learning projects for schools, further and higher education, and corporate elearning.

Ciaran Kenny, Trinity College Dublin

Assistant Professor in Clinical Speech and Language Studies, Trinity College Dublin. Interests in technology-enhanced clinical practice, swallowing and voice disorders.

Caroline Jagoe, Trinity College Dublin

Dr Caroline Jagoe is Assistant Professor in the Department of Clinical Speech and Language Studies, Trinity College Dublin. With a clinical background in speech and language therapy, her primary focus in research address disability inclusion in humanitarian action and development programming. As an educator of speech and language therapy student her interest lies in transformative education and critical consciousness.

Duana Quigley, Trinity College Dublin

Duana Quigley PhD is a speech and language therapist with in-depth knowledge and experience of supporting the education of student healthcare professionals. Duana's research interests include quality enhancement of teaching, learning, assessment and clinical education.

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