Teamwork

A study of Australian and US student speech-language pathologists

Susan C. Morrison, Michelle A. Lincoln, Vicki A. Reed

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In the discipline of speech-language pathology little is known about the explicit and implicit team skills taught within university curricula. This study surveyed 281 speech-language pathology students to determine a baseline of their perceived ability to participate in interprofessional teams. The students were enrolled in programs in Australia and the USA and were surveyed about their perceptions of their attitudes, knowledge and skills in teamwork. MANCOVA analysis for main effects of age, university program and clinical experience showed that age was not significant, negating the perception that life experiences improve perceived team skills. Clinical experience was significant in that students with more clinical experience rated themselves more highly on their team abilities. Post Hoc analysis revealed that Australian students rated themselves higher than their US counterparts on their knowledge about working on teams, but lower on attitudes to teams; all students perceived that they had the skills to work on teams. These results provide insight about teamwork training components in current speech-language pathology curricula. Implications are discussed with reference to enhancing university training programs.

Original languageEnglish
Pages (from-to)251-261
Number of pages11
JournalJournal of Interprofessional Care
Volume23
Issue number3
DOIs
Publication statusPublished - 27 Jul 2009
Externally publishedYes

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Speech-Language Pathology
Language
Students
Aptitude
Curriculum
Life Change Events
Pathologists
Education

Cite this

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Teamwork : A study of Australian and US student speech-language pathologists. / Morrison, Susan C.; Lincoln, Michelle A.; Reed, Vicki A.

In: Journal of Interprofessional Care, Vol. 23, No. 3, 27.07.2009, p. 251-261.

Research output: Contribution to journalArticle

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