Stakeholder perspectives following implementation of Vietnam’s first speech-language pathology degrees: recommendations for future curriculum development

Figures & data

Table 1. Stakeholder groups, data collection methods, and participant numbers.

Stakeholder group (total number of participants)	Participants	Data collection methods	Number of participants
High level stakeholders (n = 8) (e.g., Vietnam ministry officials, funding body, degree coordinators in Vietnamese universities, grant holders
	MCNV	semi-structured interviews	2
	TFA	Semi-structured interviews	4
	UMP	Semi-structured interview	1
	DUMPT	Semi-structured interview	1
Students (n = 28)
	Master	2 x Focus groups	8 (4 each) participants
	Bachelor	2 x Focus groups	20 (8 and 12) participants
Academic Educators (n = 20)
	Vietnamese academics who contributed to SLT^3 subjects	Semi-structured interviews	2
		1 x Focus groups	2
	International SLT lecturers	Semi-structured interviews	3
		1 x Focus groups	4
	International thesis co-supervisors	Semi-structured interview	1
		1 x Focus groups	6
	Thesis coordinator/ interpreter	Semi-structured interview	1
Placement Supervisors (n = 9)
	Vietnamese SLT placement supervisors	Semi-structured interview	1
		2 x Focus groups	4
	International placement supervisors	1 x Focus groups	4
Support personnel (n = 9)
	Australian Volunteers long term in Vietnam pre-pandemic	Semi-structured interviews	2 (1 x written interview)
		1 x Focus groups	2
	Interpreters/Translators	Semi-structured interviews	3 (1 x written interview)
	Project Consultants	1 x Focus group	2 participants

Table 2. Application of thematic network analysis as described by attride & stirling (2001).

Step	Analysis process
1. Coding the material	deductive coding of a small number of transcripts from each stakeholder group data coding framework developed coding framework applied to all data sets
2. Identifying themes	clustering of codes into themes for each stakeholder group themes checked to ensure application across the data set and then refined
3. Constructing thematic networks	basic themes identified for each stakeholder group hierarchical ordering of basic themes across all stakeholder groups clustering of basic themes with commonalities into organising themes development of a global theme to synthesise all data
4. Describe and explore thematic networks	basic themes collated into organising themes for each stakeholder group as represented in Appendix 1. development of a visual representation of the thematic network of global and organising themes (refer to Figure 1) basic, organising and global themes reviewed and described further in the Results section
5. Summarise thematic networks	a summary of the organising themes and global theme is reported in the Results section and represented in Figure 1 quotes from participants supporting basic themes are represented in tables under each organising themes in the Results section
6. Interpret patterns	interpretation of the thematic network was discussed in light of the research questions and relevant literature in the Discussion section

Figure 1. Visual representation of thematic network analysis of global theme (dark grey) and organising themes (light grey) (Attride-Stirling, 2001).

Table 3. Basic themes and quotes related to organising theme 1: People enjoyed working with others and learning from, with and about others.

1. Enjoyed relationships and contributions they can make	“This was my first formal teaching opportunity and I really valued the opportunity to experience both the development of course content and the teaching itself, and the challenge of adapting material and teaching style to an audience from a different culture and language.” (International lecturer)
2. Benefits of working with Vietnamese partners	“In developing content for the course, identifying culturally relevant case examples and video material was time consuming and difficult. It relied on liaising with Vietnamese health professionals to provide much of this material.” (International lecturer)
3. Motivated to support colleagues and high-quality research for development of the profession	“So it was an opportunity not only to work with the students and continue that research, but also to build an evidence base for the Vietnamese speech-language pathology profession, which is really important.” (International thesis supervisor)
4. Enjoyed sharing knowledge and working with others in related area	“I originally specialised in children psychology therapy, then I studied SLT, so when I worked with BSLT/MSLT^4 students, it was a chance for me to review my knowledge of SLT. This is a chance for me to consolidate my knowledge, I like that.” (Vietnamese lecturer) Trước đây tôi chuyên về tâm lý trị liệu, sau đó tôi học âm ngữ trị liệu nên khi tôi làm việc với các sinh viên âm ngữ trị liệu thì đó là cơ hội để tôi ôn lại kiến thức về âm ngữ trị lieu. Đây là cơ hội để tôi củng cố kiến thức. Tôi rất thích.
5. Enjoyed students’ collegiality, dedication and development of skills	“They [students] absorbed everything, took it on straight away and ran with it. They were just a pleasure to work with.” (International placement supervisor) “I literally could not believe the quality of the dissertation that they presented at the end after what we went through.” (International thesis supervisor)
6. Enjoyed opportunity for own learning and working with other SLPs	“The thing I enjoyed most in this role is I could revise what I learnt before and update myself with new knowledge.” Điều tôi thích nhất khi làm việc với vai trò là giáo viên hướng dẫn là tôi có thể ôn lại những gì tôi đã học trước đây và cập nhật thêm kiến thức mới. “The opportunity to work with other experts in SLT.” Đó là cơ hội làm việc với các chuyên gia trong lĩnh vực âm ngữ trị liệu. (Vietnamese placement supervisors)
7. Enjoyed working with the students	“So they [students] have great ethics and good understanding of professionalism, they respect teachers.” Vì vậy các em (sinh viên) có thái độ học tập tốt và hiểu tính chuyên nghiệp, các em rất tôn trọng các thầy cô. (Vietnamese placement supervisor)
8. Enjoyed working in partnerships but clear communication needed	“So for me personally it’s been very satisfying to develop relationships … We had open communication; we knew we’d get there in the end.” (High level stakeholder -TFA)
9. Felt supported by other stakeholders	“For now, I would not need any more support. It’s perfect. It’s more than I expected. [Project manager] has been in touch very often, checking if we need anything.” Hiện giờ thì tôi không cần thêm hỗ trợ gì. Mọi việc đều hoàn hảo. Hơn cả những gì tôi mong đợi. (Người điều hành dự án) liên tục hỏi han quan tâm xem chúng tôi có cần gì không. (High level stakeholder – host university)
10. Enjoyed learning about speech-language pathology	“Enjoy being able to work with people in different roles and learning about a new specialty.” Thích được làm việc với những người ở những lĩnh vực khác nhau và học chuyên môn mới. (Support personnel - interpreter)
11. Enjoyed working in teams	“Another thing I liked is teamwork and clear arrangement of work for individuals.” Một điều nữa em thích là làm việc nhóm và việc sắp xếp phân công công việc rõ ràng cho mỗi cá nhân tham gia. (Student - Master)
12. Students highly valued learning from international experts in field	“I had a chance to be taught by excellent international teachers and experienced many new things. I also learnt many more skills apart from theory learning.” Em được học các thầy cô giáo người nước ngoài rất giỏi và được trải nghiệm nhiều cái mới. Em cũng học được nhiều kỹ năng khác ngoài việc học lý thuyết. (Student - Bachelor)

Table 4. Basic themes and quotes related to organising theme 2: Benefits from and to stakeholders.

1. Valued responsiveness of students and collaboration	“That’s one thing I really like that they were responsive even though there’s a language barrier between the service and a translator between us they are still trying to participate as much as they can.” (International lecturer)
2. Previous history and knowledge and involvement in the program was helpful	“I was also trained as a speech and language therapist by Trinh Foundation at a Uni. I was one of the first … in Vietnam.” Tôi cũng được tham gia khóa huấn luyện về âm ngữ trị liệu do Trinh Foundation tổ chức ở trường đại học. Tôi là một trong những người đầu tiên …. ở Việt nam. (Vietnamese lecturer)
3. Welcome by students and hospitals was beneficial	“The hospital we were at was very welcoming and they really helped. They had a little bit of SLT there, but not much. It was mostly OT and physio, but they were all really grateful for having us there and seeing some of their patients.” (International placement supervisor)
4. Achieving goals in project	“develop[ing] a sustainable and local capacity in Vietnamese speech therapy, so I think it’s helped us advance the work much more rapidly.” (High level stakeholder – TFA)
5. Interpreters passionate about role within the program	“I am very passionate about translation/interpreting, especially in healthcare.” Em rất yêu thích công việc làm phiên dịch, đặc biệt là phiên dịch y tế. (Support personnel - interpreter)
6. Highly valued clinical practice placements	“I enjoyed the CPs in which we had our supervisors guiding us at the hospitals. We learnt a lot from their feedback and correction. That was great.” Em thích những buổi thực hành lâm sàng có các thầy cô hướng dẫn ở bệnh viện. Chúng em học được rất nhiều từ những góp ý phản hồi của thầy cô. Cái đó rất tốt. (Student – Bachelor)
7. Quality of international teaching was high and well prepared	“In terms of lectures, the quality of teaching was very high, the teachers prepared very detailed slides. It’s also our honour to be taught by international academics, who shared with us lots of knowledge that we didn’t know before.” Về các buổi học trên lớp thì chất lượng dạy học rất tốt, các thầy cô chuẩn bị bài giảng trên slide rất cẩn thận chi tiết. Chúng em rất vinh dự được các thầy cô nước ngoài dạy, các thầy cô đã cho chúng em rất nhiều kiến thức mà trước đây chúng em không biết. (Student – Master)

Table 5. Basic themes and quotes related to organising theme 3: the pandemic impacted on program delivery and student learning.

1. Difficulty with intensity of courses and developing relationships online	“In delivery of the course content, I found the amount of content to teach in a short timeframe to be intensive perhaps overwhelming for the students (and myself) at times. Both courses were taught across two-week intensive periods, meaning the teaching days were long.” (International lecturer)
2. Felt prepared to teach in person but the pandemic impacted	“The only thing that could have been better is [no] pandemic, but we couldn’t do anything about it. The pandemic hit when my course had just started, we had to shift to online teaching, which was a sudden change for us.”  Điều duy nhất mà có thể tốt hơn là Covid, nhưng chúng ta không thể làm gì được. Dịch Covid rơi vào đúng lúc khóa học của tôi vừa bắt đầu, chúng tôi phải chuyển sang học online, đây là 1 sự thay đổi đột ngột cho chúng tôi. (Vietnamese lecturer)
3. The pandemic and its impact on the project	“Out of 5 years of the project, 2.5 years was under the impact of the pandemic. Students had to change to online learning, which made the clinical practice especially hard. They also had to learn through simulation, not real patients.” Trong 5 năm dự án thì có 2.5 năm bị ảnh hưởng với dịch Covid. Sinh viên đã phải chuyển sang học online, việc này với thực hành lâm sàng là rất khó khăn. Chúng tôi phải học qua mô hình mô phỏng, không phải bệnh nhân thật. (High level stakeholder – MCNV)
4. Online learning was challenging due to IT issues and less enjoyable	“Online learning was very boring and I got sleepy sitting all day watching online lectures. When we studied on campus, we had teachers to support and encourage us, there are also sounds and interactions. Teachers guided us and gave feedback so that we knew if we did right or wrong.” Học online rất chán và em bị buồn ngủ khi ngồi cả ngày xem các bài giảng online. Khi chúng em học ở trường, có giáo viên hỗ trợ, động viên chúng em, có cả âm thanh bên ngoài và mọi người tương tác. Các thầy cô hướng dẫn chúng em và phản hồi để chúng em biết mình làm đúng hay không. (Student - Bachelor) “Internet connection either from my end or the teachers’ end was not good so there was disruption.” Kết nối mạng ở nhà của em hoặc của thầy cô không tốt nên bị gián đoạn. (Student - Master)
5. Disruption due to the pandemic challenges all aspects of learning	“Due to the pandemic we couldn’t do [clinical placements] so we did online practice using [an online simulation platform]. The problem with it was it was made in foreign contexts so it doesn’t suit the Vietnamese context.” Do dịch Covid nên chúng em không làm (thực hành lâm sàng) được nên chúng em phải làm online (dùng nền tảng mô phỏng). Vấn đề là những bài mô phỏng là của nước ngoài nên nó không phù hợp với ngữ cảnh Việt nam. (Student - Bachelor)
6. Workload was intense and increased with the pandemic	“The amount of knowledge content is quite large so I felt two years was short, especially with the impact of the pandemic; there seemed to be higher pressure as the courses were delayed due to the academics could not come to Vietnam; the courses were shortened and put online.” Lượng kiến thức học tương đối nhiều nên em cảm giác 2 năm trôi qua nhanh, đặc biệt là với nạn dich Covid, có nhiều sức ép hơn vì các khóa học bị hoãn lại do các thầy cô không đến Việt nam được, các khóa học bị rút ngắn lại và chuyển sang học online. (Student - Master)
7. Changes in timeframes and expectations due to the pandemic required supervisors to respond rapidly	“We were all so committed that we pivoted many aspects of our lives to fit in with the Vietnamese timelines that kept changing, so we would have something on, we would change our whole life and then it actually wasn’t on then, it was on at another time and we’d have to change everything again.” (International thesis supervisor)

Table 6. Basic themes and quotes related to organising theme 4: Practical challenges were experienced by all stakeholders.

1. Variable quality of interpreters	“I think that I’ve worked with a couple more recently, who haven’t had the quality training or the quality background and that’s been really hard on them and the students and on me.” (International lecturer) “Our class had many interpreters. [One in particular] is very good, experienced at translation and interpreting for [SLT] so understood the context, the language.” Lớp chúng em có nhiều phiên dịch. [Một điều đặc biệt] rất giỏi, có kinh nghiệm biên dịch và thông dịch trong ngành (âm ngữ trị liệu) nên hiểu ngữ cảnh và từ ngữ trong ngành. (Student - Master) “Our English proficiency in SLT is not high, we didn’t know many vocabularies in SLT so at the beginning, we trusted our interpreter 100% but later we found out the interpreter made many mistakes, Dr X sometimes had to correct that. So my recommendation for the next course is we need to improve the quality of interpreting.” Trình độ tiếng Anh của chúng tôi về âm ngữ trị liệu không cao, chúng tôi không biết nhiều từ trong ngành nên lúc đầu chúng tôi tin 100% những gì phiên dịch nói nhưng sau đó chúng tôi phát hiện phiên dịch dịch sai. Tiến sĩ D có khi phải chỉnh. Thế nên tôi có khuyến nghị là từ khóa sau mình cần cải thiện chất lượng phiên dịch. (Vietnamese placement supervisor)
2. Qualitative research more difficult	“Because qual is so language based often if you’re using verbal or written samples … there was this real thing about trust, even at the level of coding. So, typically if I’m working with students who speak English, even if English is their second language we can have those direct discussions about the actual coding, I can collaboratively code with them for a period of time, I can check the coding consistencies, but that was almost impossible to do in a qualitative project with two students who spoke no English or very little English. So we almost had to trust that.” (International thesis supervisors)
3. Lack of direct interaction with UMP thesis supervisors and conflicting advice	“We had no interaction with the [Vietnamese university] supervisors. … they were too busy [to come to meetings] and yet they were the ones taking responsibility for getting things through ethics [committees], approving the final thesis. How did they know that there was a quality thesis.” “The Vietnamese university] supervisor kept telling the students to change the research design without any consultation with the Australian supervisor and what we tried to explain was that these were designs replicating previous research so that we could compare data across countries or other research was collecting data in Vietnam and England and Australia, at the same time, and therefore you couldn’t change the research. (International thesis supervisors)
4. Challenges with organisation and preparation of right amount of subject content for Vietnamese context	“Challenges with the amount of knowledge in each unit and having to adjust the content to suit the Vietnamese culture which is difficult and can be a hurdle to teaching.” (Vietnamese lecturer)
5. Challenging to provide amount of time and type of support needed by students	“I was trying to do self-reflection with the students, …  and they were very …by the book, or blunt? They weren’t really reflecting, do you know what I mean? But there wasn’t the time or the space to explore that, or to push that.” (International placement supervisor)
6. Experienced challenges related to Vietnamese clinical context and processes	“[The hospital] is very set in its ways, and the rest of the hospital didn’t have the practices in place that I was conveying, trying to teach….no one wrote notes, no one wrote discharge notes. (International Placement Supervisor)
7. Variable quality of interpreters and translation	“My interpreter was a little bit difficult to work with … wasn’t as fluent as the other interpreters… had a lot of other responsibilities as well. And [she] would have a lot of side conversations that never really shared.” (International Placement Supervisor) “I rarely used interpreters as I only communicated with an international supervisor and I could understand him, my speaking was not that good but it was ok …So I had no difficulties at all.”  Tôi ít khi sử dụng phiên dịch vì tôi chỉ giao tiếp với một giáo viên hướng dẫn người nước ngoài và tôi hiểu ông ấy nói gì, tôi nói không tốt lắm nhưng cũng được, nên tôi không có khó khăn gì. (Vietnamese Placement Supervisors) “Interpreters who were not involved at the beginning were ok but there were some challenges with interpretation of some terms” Các phiên dịch không tham gia từ đầu cũng được nhưng họ cũng gặp khó khăn khi dịch một số thuật ngữ. (Student – Master) “English proficiency in SLT is not high so needed to trust interpreters but interpreters made mistakes that required correction so recommend to improve the quality of interpreting.” Tiếng Anh chuyên ngành âm ngữ trị liệu không giỏi nên phải phụ thuộc vào phiên dịch nhưng phiên dịch dịch sai và cần sửa nên tôi khuyến nghị cải thiện chất lượng phiên dịch. (Student – Bachelor)
8. Challenges meeting the learning needs of students	“The students of this course are very competent. They are better at SLT than us. So I had to work hard to find answers to their questions. I had to read materials, search Google in the evening.” Sinh viên khóa này rất giỏi. Họ giỏi âm ngữ trị liệu hơn cả chúng tôi. Vì vậy tôi phải cố gắng tìm cách trả lời các câu hỏi của họ. Tối đến là tôi phải đọc tài liệu, search Google. (Vietnamese placement supervisor)
9. Challenges related to Vietnamese processes and regulations	“I think initially that the greatest challenge was getting the approvement from the relevant the approval of the relevant authorities.” (High-level stakeholder – TFA)
10. Challenges related to unexpected workload	“I never thought I would be doing timetables, who would teach what. When no one else had the capacity to do it and we just needed to keep going.” (High-level stakeholder – TFA)
11. Managing interpreter availability	“For me it’s time, I find it hard to organise my interpreting job and my university job. Like at the moment I have to work as interpreter at the hospital for one month non-stop, it’s hard to juggle jobs.” Với tôi thì đó vấn đề thời gian, tôi thấy khó sắp xếp cả công việc dịch và công việc ở trường đại học.Ví dụ như hiện nay là tôi đang phải đi dịch cả tháng không nghỉ ở bệnh viện, rất khó để sắp xếp công việc. (Support personnel - interpreter)
12. Difficulty translating concepts and terms in new profession	“The terminology and concepts can be complex and challenging. Sometimes, interpreters do not know how to interpret these terms and concepts. Without someone there who has both a good knowledge of SLT and a good command of technical, specialised terms in English to help, it can cause significant challenges because sometimes the students must understand the terms/concepts right then and there in order for the session to continue on smoothly. The interpreter cannot simply say ‘Let’s put a hold on that term or concept, let me look it up online and get back to you the next day.” Các thuật ngữ và khái niệm rất phức tạp và khó. Có khi phiên dịch không biết dịch như thế nào. Nếu không có ai vừa có kiến thức âm ngữ trị liệu, vừa nắm được các thuật ngữ đó bằng tiếng Anh ở đó để giúp thì rất khó vì có khi sinh viên phải hiểu được các thuật ngữ hay khái niệm đó thì bài giảng mới tiếp tục được. Phiên dịch không thể nói là Cứ để từ đó đấy, tôi về tôi kiểm tra rồi báo lại các anh chị ngày mai. (Support personnel - interpreter)
13. Language barrier and students’ limited skills in English was challenge to learning	“My difficulty is limited English proficiency, which restricted my access to materials, readings and communication with international academics.” Khó khăn của em là trình độ tiếng Anh, cái này nó làm hạn chế việc tiếp cận các tài liệu, bài đọc và giao tiếp với các thầy cô nước ngoài. (Student - Bachelor)
14. Students felt less prepared in some specific clinical areas	“I am still not ready in feeding small children because I didn’t have a chance to practise and I had difficulties in consulting parents regarding their children’s problems.” Em vẫn chưa sẵn sàng làm việc về phần cho trẻ nhỏ ăn vì em không có cơ hội thực hành và em cũng gặp khó khăn khi tư vấn phụ huynh về các vấn đề của con em họ. (Student - Bachelor)

Table 7. Basic themes and quotes related to organising theme 5: Need for preparation with flexibility and recommendations for ongoing success and sustainability.

1. Recognition of need to contextualise content to Vietnam	“I will say in teaching … I was fortunate because I’ve had some experience working there, and so I knew what may be possible what’s currently not possible. But you know, trying to teach evidence-based practice where the students, particularly these Masters students are very, very conscious that there is no evidence in Vietnam and so you know you talk about evidence based practice and they go, but where is our evidence.” (International Lecturer)
2. Preparation and consistent and experienced interpreters important for cultural bridging	“I think the role of [experienced interpreter] in this project can’t be underestimated. It’s one thing to translate and it’s another thing to be a cultural interpreter and blended both because she had intricate knowledge of the profession, both in Australia and in Vietnam.” (International lecturers)
3. Expectations regarding future input	“Get the Vietnam supervisors involved so they understand topics and methods and make sure that the international supervisors select projects that are small enough that can be done as a minor thesis while all the other coursework is happening.” (International thesis supervisor)
4. Felt prepared to supervise students but key people essential to success	“I think the important takeaway there is that [the interpreter] was obviously essential to being a part of that process.” (International thesis supervisor)
5. Future need for Vietnamese researchers involved with manageable relevant projects	“… But if we were to do this again and international supervisors were to be involved, then as I’ve said get the VN supervisors involved so they understand topics and methods and make sure that the international supervisors select projects that are small enough that can be done as a minor thesis while all the other coursework is happening.” (International thesis supervisor)
6. Recognition of need for application of theory to practice	“As I was not supervising in the CPs, I am not sure how they did in their CPs. But I think if possible, students should be able to do much clinical practice. Practice is also very important.” (International lecturer)
7. Highlighted importance of international expertise for clinical practice	“As this is our first time teaching and supervising CPs, the course is from Australia, so it was new to us. So we proposed to be supervised by Australian supervisors pre-teaching and during teaching.” Vì đây là lần đầu tiên chúng tôi dạy và hướng dẫn thực hành lâm sàng, khóa học là của Úc nên rất mới với chúng tôi. Cho nên chúng tôi đề nghị là chúng tôi được các thầy cô người Úc hướng dẫn trước khi dạy và trong khi dạy. (Vietnamese lecturer)
8. Willing to participate in future but role clarification needed	“Setting up those expectations from the start in terms of what’s expected for the student CPs, what’s expected for the interpreters. And the supervisors as well.” Ngay từ đầu nên đặt ra những gì cần đạt được đối với sinh viên khi tham gia thực hành lâm sàng, điều gì cần đạt được đối với phiên dịch. (Vietnamese lecturer)
9. To be prepared, need to be adaptable and flexible	“You’ve got to be flexible and adaptable, and you need to be able to think in the moment when you are working in a different language and a different health care system.” (International placement supervisor)
10. Recommend more pre-planning and clear expectations of placements	“If [they] would like us to be running multiple sessions, those conversations have to be had with CP sites before we get there …around what space would be needed for that.” (International placement supervisor)
11. Students require ongoing access to supervision, mentoring, peer support	“I think it’s TFA and MCNV finding ways that graduates can do some kind of mentoring or supervision, ongoing while the profession is so new in Vietnam, because as they build up their skills, they’ll be able to support each other as well.” (International placement supervisor)
12. Context specific case examples are needed	“In developing content for the course, identifying culturally relevant case examples and video material was time consuming and difficult. It relied on liaising with Vietnamese health professionals to provide much of this material.” Khi xây dựng nội dung cho khóa học, xác đinh các ví dụ và tài liệu video phù hợp với bối cảnh văn hóa là việc tốn nhiều thời gian và khó. Nó phụ thuộc nhiều vào việc mình làm việc với các chuyên gia y tế Việt nam để họ cung cấp cho nhiều tài liệu. (Vietnamese placement supervisor)
13. Need more clinical experience and resources to better supervise students	“Gain as much clinical practice experience as possible” “…update your knowledge and skills of teaching and supervising.” Thực hành lâm sàng càng nhiều càng tốt…. Nâng cao kiến thức và kỹ năng dạy và hướng dẫn. “The CP manual guidelines were very helpful. We would love to be provided with material long beforehand, so that we can prepare better and teach better.” … “The manual helped us a lot as it was clearly written.” Những hướng dẫn thực hành lâm sàng rất hữu ích. Chúng tôi muốn được cung cấp tài liệu trước để chúng tôi có thể chuẩn bị tốt hơn và dạy tốt hơn. …. Hướng dẫn giúp chúng tôi rất nhiều vì nó được viết rất rõ ràng. (Vietnamese placement supervisors)
14. Highlighted need for advocacy for profession	“Also, we will need to advocate for SLT to become an independent program, a profession, not a course within Rehabilitation.” Ngoài ra chúng tôi cũng cần phải vận động để Âm ngữ trị liệu trở thành 1 khóa học riêng, môt nghề chứ không phải là 1 phần của Phục hồi chức năng. (High level stakeholder – MCNV)
15. Mentoring important for capacity building and sustainability	“Sustainability has been our keyword since the beginning and last thing we want to do is a Western country continuing to tell a developing profession what to do and how to do it, so it’s about getting that balance of supporting with our expertise … we want to do it in partnership with the growing number of speech therapists in Vietnam.” (High-level stakeholder – TFA)
16. Preparation is important for success	“It’s about the plan. It would be helpful to fix the plan beforehand so that it’s easier for me to plan ahead.” Quan trọng là có kế hoạch. Có kế hoạch trước thì rất tốt để tôi có thể lên kế hoạch mọi thứ. (Support personnel – interpreter)
17. Important for new interpreters to attend specific training for interpreting in speech-language pathology	“TFA had very good protocol regarding working with interpreters/translators (training and preparing for them to work) at the beginning but it was not sustained. They don’t have CPD (continuing professional development). They don’t have activities to maintain the interpreters/translators’ network that they trained.” TFA có protocol rất tốt về việc làm việc với biên phiên dịch (đào tạo và chuẩn bị để họ có thể làm việc) từ đầu những nó không được duy trì tốt. Họ không có CPD. Họ không có các hoạt động để duy trì mạng lưới biên phiên dịch mà họ đã đào tạo. (Support personnel – interpreter)
18. Identified need for more practical and clinical experiences	“More practice, more chance to work with kids with those conditions and with more types of diseases.” Thực hành nhiều hơn, thêm cơ hội làm việc với trẻ có những bệnh đó và với thêm nhiều loại bệnh nữa. (Student - Bachelor)
19. Students made various recommendations to improve content and delivery of future programs	“I also recommend that we learn more about training carers. Same as what WHO introduced to Vietnam, we would like to learn how to train parents, using terms or techniques that are easy to understand for parents and carers, we need knowledge and skills to train parents.” Em cũng đề nghị là chúng em được học nhiều hơn về đạo tạo người chăm sóc. Giống như cái mà WHO đưa vào Việt nam, chúng em muốn học làm thế nào để huấn luyện phụ huynh, dùng các thuật ngữ hay các kỹ thuật dễ hiểu cho phụ huynh và người chăm sóc, chúng em cần có kiến thức và kỹ năng để huấn luyện phụ huynh. (Student - Master) “More reading for information, having feedback from teachers and classmates. Read again materials related to those conditions. Teachers can organise seminars for students to get advice and answers to their questions.” Thêm bài đọc để có thông tin, thêm phản hồi của giáo viên và các bạn cùng lớp. Đọc lại các tài liệu liên quan đến các bệnh đó. Giáo viên có thể tổ chức các seminar cho sinh viên để sinh viên được giải đáp thắc mắc. (Student - Bachelor) “If there are enough Vietnamese teachers, we should encourage more Vietnamese teachers to teach as we won’t need to use interpreters, which is time taking. Also, Vietnamese teachers will understand the Vietnamese context better.” Nếu có đủ giáo viên người Việt, chúng ta nên khuyến khích thêm thầy cô người Việt tham gia dạy vì như thế chúng ta không cần phiên dịch, đỡ mất thời gian. Ngoài ra, giáo viên người Việt sẽ hiểu rõ bối cảnh Việt nam hơn. (Student - Bachelor)