Purpose: The teamwork related to the assessment and intervention of the situations in which speech and language disorders may be observed that is conducted by the speech and language therapists and the doctors could lead effective results. That is why the doctors and the speech and language disorders should be in an interdisciplinary approach while they are working with the people who have speech and language disorders. The effectiveness surely depends on the level of awareness and knowledge level of these two professions about each other. The aim of this study is to describe medical faculty students’ attitude, opinions and awareness towards speech and language therapy. Methods: Three hundred fifty-seven participants from 38 universities in 34 cities who study in medicine department participated in the study. The data was obtained online through an 18-item survey including questions about speech and language therapy, knowledge about speech and language therapy and collaborative work. Descriptive statistics were calculated. SPSS 20.0 package program was used to analyze the data. Results: When the obtained data was analyzed, it has founded that the participants did not know the scope of the speech and language therapy professions and also they did not have sufficient knowledge in order to do referrals. 38, 1 % (136) of the participants stated that they have never heard about speech and language therapy and they do not know the scope of field. The ones who have heard about the speech and language therapy/ therapist had the knowledge via their friends or relatives (52%). Evaluating and assessing individuals with hearing impairment was the most preferred one to conduct with a speech and language therapist while fiberoptic endoscopic evaluation of swallowing (FEES) was least preferred one apart from ‘I do not know’ and ‘none of them’ options. A significant correlation was found between the knowledge about ‘the education level necessary to be a speech and language therapist’ & ‘when to refer to a speech and language therapist’ and the educational stage of the students. Conclusion: Medicine students do not have enough information about the speech and language therapy and the therapists according to obtained data. It is thought to be helpful to put lectures related to speech and language disorders in curriculum in order to gain awareness and more importantly carry out an effective intervention process. This addition may lead effective results when it comes to work together while managing situations about speech and language disorders.
Keywords
speech and language therapy, medicine school, student, awareness, interdisciplinary teamwork
References
Aljazi, A., Mahmoud, H. N., & Alkhamra, R. (2014). A study of public awareness of speech-language pathology in Amman. College Student Journal, 48(3): 495-510.
Association of University Centers on Disabilities (2003). Interdisciplinary training guide. Washington: Health Resources and Services Administration (HRSA).
Bruder, M. B. (1996). Interdisciplinary collaboration in service delivery. In: R. A. McWilliam (Ed.), Rethinking pull-out services in early intervention, Baltimore: Paul H. Brooks Yayın evi.
Duru, H., Akgün, E., & Maviş, İ. (2018). Dil ve konuşma terapisi mesleğine yönelik farkındalığın belirlenmesi. Dil Konuşma ve Yutma Araştırmaları Dergisi. 1(3), 257-280.
Greenwood, N., Wright, J.A., & Bithel, C. (2006). Perceptions of speech and language therapy amongst UK and college students. International Journal of Language & Communication Disorders, 41(2), 83-94.
Hedge, M. N. (2008). PocketGuide to Assessment in Speech-Language Pathology. Cengage Learning.
Maviş, İ., & Toğram, B. (2009). Aileler, öğretmenler ve dil ve konuşma terapistlerinin çocuklardaki dil ve konuşma bozukluklarına yönelik tutum ve bilgilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 10 (1), 71-85.
Mostafa, E. (2017). Health Care Professionals' Awareness of Language Delay in Sohag, Upper Egypt. Journal of Speech- Pathology Therapy, 2(2), 125.
Pecukonis, E., Doyle, O., & Bliss, D. (2008). Reducing barriers to interprofessional training: promoting interprofessional cultural competence. Journal of Interprofessional Care, 22, 417-428. doi: 10.1080/13561820802190442
Torun, Ş., Tunçer, A., Karakaya, M., Akça, İ., Özdemir, B., Aybar, S., & Kargın, Ö. (2019). Hekimlerin Dil ve Konuşma Terapisi Mesleğine İlişkin Farkındalığı. Dil ve Konuşma Terapisi 1. Öğrenci Kongresi. Anadolu Üniversitesi, Eskişehir.