Graduate speech-language pathology students’ initial self-perceptions of skills critical for interprofessional practice

ABSTRACT

Interprofessional collaborative practice is critical for quality service delivery. Given the limited research on speech-language pathology (SLP) students’ interprofessional knowledge and skills, this investigation assessed graduate SLP students’ self-perceived interprofessional competence and their perceptions of roles of other professionals. Fifty-eight SLP students completed two validated surveys at the beginning of the first or second semester of graduate school. Collectively, the students rated themselves positively on communication, teamwork, attitudes toward interprofessional learning, and professional relationships. They rated the interactions of other professionals negatively. No significant differences were found between first- and second-semester students on communication, teamwork, and attitudes toward interprofessional learning. First-semester students rated interprofessional interactions and personal interprofessional relationships more positively than second-semester students. Overall, the students rated other professionals positively. These data describe the initial self-perceived interprofessional competencies of SLP students early in their master’s program, providing direction in designing interprofessional experiences for SLP students and practicing clinicians.

KEYWORDS:

• Speech-language pathology
• interprofessional education
• self-perceptions

Declaration of Interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.