research topics for speech language pathology

New perspectives, theory, method, and practice: Qualitative research and innovation in speech-language pathology

Affiliations.

• 1 Speech Pathology, School of Allied Health, Curtin University, Perth, Australia.
• 2 Speech Pathology, School of Medical and Health Sciences, Edith Cowan University, Perth, Australia.
• 3 School of Allied Health Science and Practice, Adelaide University, Adelaide, Australia.
• 4 Speech Pathology, Rural Department of Allied Health, La Trobe University, Bendigo, Australia.
• 5 Department of Speech and Language Therapy, National University of Ireland, Galway, Ireland.
• 6 Health Professions Education, School of Medicine, Deakin University, Geelong, Victoria, Australia.
• PMID: 35172643
• DOI: 10.1080/17549507.2022.2029942

Purpose: Research in speech-language pathology has been dominated by experimental, empirical, and scientific approaches, which build on hypothesis testing and logical, deductive reasoning. Qualitative approaches stem from a different paradigm or world view which imply different questions and methodologies which, for example, emphasise codesign, reciprocity, individual experience and context. This article explores the relationship between qualitative inquiry in the field of speech-language pathology and innovation. It aims to show how the aspirations of the profession can be supported, and how innovation can be achieved, through research which sheds light on the lived experiences and perceptions of clients and families and builds an understanding of how they function in their everyday contexts. Method: We summarise qualitative approaches in speech-language pathology, explain the notion of innovation, and review qualitative research as a source of theoretical, methodological, and practice innovation in speech-language pathology. Result: Not only has qualitative inquiry underpinned examples of theoretical, methodological and practice innovations in speech-language pathology, but it can also play a part in enhancing translation and implementation of research innovations. Conclusion: An explicit consideration of what we mean by innovation is useful for speech-language pathologists. Qualitative research complements other forms of research in the field and has prompted new theoretical understandings, new methodologies and methods of research, and new ways to deliver our services in ways that are responsive to our clients and communities.

Keywords: innovation;; qualitative research;; speech-language pathology.

• Communication Disorders*
• Qualitative Research
• Research Design
• Speech-Language Pathology*

99+ Research Topics for Speech Language Pathology [2024]

Did you know that about 1 in every 12 kids in the United States has a problem with talking or understanding? This big number shows how important it is to help kids with these issues early.

Speech-language pathology covers a lot of different ways to help people who have trouble talking or swallowing, no matter how old they are. From little kids just learning to talk to older people struggling with language problems, SLP professionals help a lot of different kinds of people.

Research in speech-language pathology is super important because it helps develop new ideas and better ways to help patients. By trying out new therapies, seeing if treatments work well, and understanding how talking problems happen, researchers improve things for patients and those who help them.

In this blog, we’ll talk about some really interesting research topics for speech language pathology. We’ll look at things researchers are studying that could change how we help people with talking problems and make their lives better.

What Exactly Does Speech Language Pathology Mean?

Table of Contents

Speech Language Pathology (SLP) is a field focused on diagnosing, assessing, and treating disorders related to communication and swallowing. 

SLP professionals, often known as speech therapists, work with individuals of all ages to address issues such as speech articulation, language development, voice disorders, fluency problems (like stuttering), and difficulties with swallowing. 

They use various techniques and therapies to help clients improve their communication skills and enhance their quality of life. 

Additionally, SLPs may work in diverse settings, including schools, hospitals, rehabilitation centers, and private practices, providing tailored interventions to meet the unique needs of each client.

How to Choose the Suitable Research Topic In Speech Language Pathology? 

Choosing a suitable research topic in speech-language pathology (SLP) involves considering several factors to ensure relevance, feasibility, and potential impact. Here are some steps to help you select an appropriate research topic:

1. Identify your interests

Consider what aspects of Speech Language Pathology (SLP) intrigue you the most, whether it’s language development, cognitive-communication, fluency disorders, swallowing difficulties, or another area.

2. Assess current trends

Stay updated on recent advancements and emerging topics in SLP research through academic journals, conferences, and discussions within the field.

3. Consider feasibility

Evaluate the resources available to you, including access to data, equipment, and mentorship, to ensure that your chosen research topic is achievable within your constraints.

4. Align with goals

Ensure that your research topic aligns with your academic or professional goals, whether it’s fulfilling degree requirements, contributing to the field, or addressing a specific clinical need.

5. Narrow down options

Narrow your focus by selecting a specific aspect or question within your chosen area of interest that you can realistically explore within the scope of your research project.

6. Seek feedback

Discuss your potential research topics with peers, professors, or SLP professionals to gather insights and perspectives that can help you refine your ideas and make an informed decision.

List of Research Topics for Speech Language Pathology

Here’s a list of research topics for speech-language pathology across various areas of interest and specialization:

Language Development

• The role of parental interaction in language development.
• Language acquisition in bilingual children.
• Effects of early intervention on language development in children with autism spectrum disorder.
• Assessing the impact of socioeconomic status on language skills in preschoolers.
• Language development in children with hearing impairments.
• The efficacy of storytelling in promoting language skills in preschoolers.
• Intervention strategies for late talkers.
• Language development in children with specific language impairment.
• Long-term outcomes of early language intervention programs.
• The influence of technology on language development in children.

Cognitive Communication

• Cognitive-communication deficits in traumatic brain injury patients.
• The relationship between executive function and language skills in older adults.
• Cognitive-communication interventions for individuals with dementia.
• Cognitive-communication challenges in stroke survivors.
• The impact of attention deficits on language processing.
• Cognitive-communication strategies for individuals with aphasia.
• Cognitive-communication assessment tools for adolescents.
• The role of memory in language comprehension.
• Cognitive-communication therapy for individuals with Parkinson’s disease.
• Cognitive-communication difficulties in individuals with ADHD.

Fluency Disorders

• Neurobiological mechanisms of stuttering.
• The efficacy of fluency shaping techniques in treating stuttering.
• Early predictors of persistent stuttering in children.
• Emotional and psychological impacts of stuttering.
• The effectiveness of teletherapy for individuals who stutter.
• Genetic factors contribute to stuttering.
• Stigma and social attitudes towards individuals who stutter.
• Impact of fluency disorders on academic and social functioning.
• The role of anxiety in stuttering.
• Treatment outcomes of different therapy approaches for stuttering.

Swallowing Disorders

• Dysphagia assessment techniques in stroke patients.
• The efficacy of neuromuscular electrical stimulation in dysphagia treatment.
• Dysphagia management in head and neck cancer patients.
• Swallowing disorders in Parkinson’s disease.
• Effects of aging on swallowing function.
• Dysphagia interventions in children with cerebral palsy.
• The impact of dysphagia on nutritional status and quality of life.
• Complications and risk factors associated with dysphagia.
• The role of posture and positioning in dysphagia therapy.
• Rehabilitation strategies for oropharyngeal dysphagia.

Voice Disorders

• Vocal hygiene practices in preventing voice disorders.
• The efficacy of voice therapy for vocal nodules.
• Voice disorders in teachers: Prevalence and interventions.
• Psychological factors contributing to functional voice disorders.
• Vocal fold paralysis: Diagnosis and treatment options.
• Effects of hormone therapy on voice quality in transgender individuals.
• Vocal fatigue in professional voice users.
• The role of laryngeal imaging in voice assessment.
• Vocal rehabilitation following laryngectomy.
• Alternative and augmentative communication devices for individuals with severe voice disorders.

Autism Spectrum Disorders (ASD)

• Communication interventions for nonverbal individuals with ASD.
• Social communication deficits in children with ASD.
• Sensory processing and communication in ASD.
• Effects of early intervention on communication skills in children with ASD.
• Peer-mediated interventions for promoting social communication in children with ASD.
• The relationship between restricted interests and language development in ASD.
• Augmentative and alternative communication (AAC) strategies for individuals with ASD.
• Theory of mind and its implications for communication in ASD.
• The role of play-based therapy in promoting communication skills in children with ASD.
• Parent training programs for enhancing communication in children with ASD.

Augmentative and Alternative Communication (AAC)

• AAC interventions for individuals with acquired communication disorders.
• Access methods for AAC devices: Evaluating efficacy and usability.
• Multimodal communication systems for individuals with severe disabilities.
• AAC strategies for individuals with degenerative diseases.
• Personalized vocabulary selection for AAC users.
• The impact of AAC on social participation and quality of life.
• Training programs for caregivers and communication partners of AAC users.
• Integration of AAC devices in educational settings.
• The effectiveness of aided vs. unaided AAC systems.
• AAC technology trends and innovations.

Literacy and Language Disorders

• Reading comprehension strategies for children with language disorders.
• Phonological awareness interventions for children at risk of reading difficulties.
• The role of vocabulary knowledge in reading comprehension.
• Language-based literacy interventions for children with dyslexia.
• Relationship between oral language skills and literacy development.
• The impact of narrative skills on reading comprehension.
• Executive function and its influence on literacy acquisition.
• The effectiveness of computer-assisted literacy interventions.
• Language-literacy connections in bilingual children.
• Literacy interventions for adolescents with language disorders.

Cultural and Linguistic Diversity

• Cultural considerations in assessment and intervention for bilingual children.
• Communication challenges in multicultural populations.
• The impact of language dominance on assessment results in bilingual individuals.
• Culturally responsive therapy approaches in Speech-Language Pathology.
• Bilingualism and cognitive advantages: Exploring the evidence.
• Language brokering experiences of bilingual adolescents.
• Integrating cultural competence into graduate SLP education.
• The influence of cultural beliefs and practices on communication disorders.
• Addressing language barriers in healthcare settings.
• Community-based approaches to supporting communication in multicultural populations.

Technology and Innovation

• Telepractice in Speech-Language Pathology: Efficacy and accessibility.
• Augmented reality applications for language therapy.
• Wearable technology for monitoring speech and swallowing function.
• Artificial intelligence in speech and language assessment.
• Virtual reality interventions for individuals with communication disorders.
• Mobile applications for speech therapy: Usability and effectiveness.
• Voice recognition technology for AAC users.
• Robotics-assisted therapy for individuals with motor speech disorders.
• Gamification of speech and language interventions.
• Emerging trends in assistive technology for communication disorders.

These topics cover a range of issues and areas within speech-language pathology, from clinical interventions to theoretical investigations. Depending on your interests and expertise, you can further refine these topics or explore related areas to develop your research focus.

Ethical Considerations in SLP Research Topics

Ethical considerations are paramount in any research endeavor, including speech-language pathology (SLP). Here are some key ethical considerations to keep in mind when conducting research in this field:

• Informed consent: Ensure that participants fully understand the research procedures, risks, and benefits before agreeing to participate.
• Confidentiality: Safeguard the privacy of participants by securely storing and anonymizing data to prevent unauthorized access.
• Respect for autonomy: Respect the autonomy and self-determination of individuals with communication disorders, ensuring their right to make informed decisions.
• Avoidance of harm: Minimize potential harm to participants through careful design and implementation of research protocols.
• Cultural sensitivity: Recognize and respect cultural differences and individual preferences when conducting research with diverse populations.
• Conflict of interest: Disclose any potential conflicts of interest that may influence the research process or outcomes.
• Transparency: Maintain transparency in reporting research findings, including any limitations or biases in the study.
• Collaboration: Foster collaboration and communication among researchers, participants, and relevant stakeholders to ensure ethical conduct throughout the research process.

Promising Directions and Future Prospects In Research Topics for Speech Language Pathology

Research in speech-language pathology (SLP) continually evolves, with promising directions and future prospects emerging in various areas. Here are some promising directions and future prospects in research topics for SLP:

• Technology integration: Continued exploration of innovative technologies, such as telepractice, virtual reality , and wearable devices, to enhance assessment and intervention methods.
• Personalized therapy approaches: Development of tailored interventions based on individual needs, preferences, and characteristics to optimize outcomes.
• Multidisciplinary collaboration: Increasing collaboration with other disciplines, such as neuroscience and engineering, to advance understanding and treatment of communication disorders.
• Cultural competence: Integrating cultural competence training and awareness into research and clinical practice to better serve diverse populations.
• Longitudinal studies: Conduct longitudinal studies to track the effectiveness of interventions over time and understand the long-term impacts of communication disorders.

Final Thoughts

The field of Speech Language Pathology offers a rich landscape of research topics that hold immense promise for advancing our understanding and treatment of communication disorders. 

Through interdisciplinary collaboration, technological innovation, and a commitment to ethical practice, researchers continue to uncover new insights and develop effective interventions to improve the lives of individuals with speech and language challenges. 

As we embark on this journey of discovery, let us remain vigilant in addressing the diverse needs of our communities and fostering a culture of inclusivity and respect. 

Together, we can pave the way toward a future where communication barriers are overcome, and every voice is heard.

1. How can I find inspiration for research topics in speech-language pathology?

Explore areas of personal interest, stay updated with current issues in the field, and consider collaborating with colleagues for diverse perspectives.

2. How does research in SLP translate to clinical practice?

Research findings inform assessment and treatment approaches, guiding speech-language pathologists in providing evidence-based care to their clients.

3. What are some emerging areas of research in speech-language pathology?

Emerging areas include telepractice, cultural and linguistic diversity, neuroplasticity, and the use of technology in assessment and intervention.

4. Where can I find resources for identifying research topics in SLP?

Utilize academic journals, professional conferences, online databases, and networking opportunities with colleagues and mentors.

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American Journal of Speech-Language Pathology

Editors-in-Chief: Erinn Finke, PhD, CCC-SLP, The University of Tennessee Health Science Center Rita R. Patel, PhD, CCC-SLP, Indiana University Bloomington

Journal citation reports ™ impact factor.

2.6 (2022) 2.9 (5-year)

AJSLP  publishes peer-reviewed research and other scholarly articles on all aspects of clinical practice in speech-language pathology. The journal is an international outlet for clinical research pertaining to screening, detection, diagnosis, management, and outcomes of communication and swallowing disorders across the lifespan as well as the etiologies and characteristics of these disorders. Because of its clinical orientation, the journal disseminates research findings applicable to diverse aspects of clinical practice in speech-language pathology.  AJSLP  seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work.

The broad field of speech-language pathology, including aphasia; apraxia of speech and childhood apraxia of speech; aural rehabilitation; augmentative and alternative communication; cognitive impairment; craniofacial disorders; dysarthria; fluency disorders; language disorders in children; speech sound disorders; swallowing, dysphagia, and feeding disorders; and voice disorders.

Publication Frequency

AJSLP  is continuously published, with articles added to the Newly Published section of the website as they complete production. The journal also publishes issues on a bimonthly basis in January, March, May, July, September, and November, as well as special issues on an ad hoc basis at other times throughout the year.

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Research article.

A research article is a full-length article presenting important new research results. Research articles include an abstract, introduction, methods and results sections, discussion, and relevant citations.

Suggested Maximum Length: 40 manuscript pages including citations, tables, and figures (supplemental materials not included in length guidelines).

Research Note

A research note is a brief manuscript presenting pilot, preliminary, and/or exploratory findings or a new method for the collection or analysis of data. Includes a short abstract and introductory paragraph. The scientific findings should be explained and documented concisely. 

Suggested Maximum Length:  20 manuscript pages including citations, tables, and figures (supplemental materials not included in length guidelines).

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“Review Article” is an umbrella term covering systematic reviews (with or without meta-analyses), historical reviews of a body of research, description of an author’s programmatic research, and possibly other types of reviews. Reviews can be a comprehensive overview, or they can be focused on a narrow body of research. Reviews should be accessible to knowledgeable readers not expert in the subject area. They should be prepared with the same rigor as a research article reporting specific results.

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A clinical focus is an article that may be of primary clinical interest but may not have a traditional research format. Case studies, descriptions of clinical programs, and innovative clinical services and activities are among the possibilities

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A tutorial is an educational exposition covering recent literature on topics of interest to clinicians and other scholars

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A technical report is a brief article describing a pretrial feasibility or pilot efficacy study that addresses important clinical questions (i.e., whom to treat with a given technology, when to treat, and for how long).

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A viewpoint includes scholarly based opinion(s) on an issue of clinical relevance that currently may be neglected, controversial, or related to future legislation, or could serve to update the readership on current thinking in an area.

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A commentary is a short, timely article that spotlights current issues of direct interest to the communication sciences and disorders community. Commentary articles are often extensions or reactions to positions put forward in viewpoint articles. 

Letter to the Editor

A letter to the editor communicates opinions about material previously published in the journal or views on topics of current relevance.

Note: A letter relating to work published in the journal will be referred to the author(s) of the original item for a response, which may be published along with the letter.

Introduction

An introduction is generally a short article presented at the beginning of a forum, special issue, or special topic collection (please note that special issues require prior approval). It may be written by, as applicable, the journal’s editor-in-chief, an editor, or the guest editor involved and is intended to provide background information on the topic covered, brief explanations of the articles, and the aims or goals of the forum or special issue.

Suggested Maximum Length: 10 manuscript pages, including citations, tables, and figures.

An epilogue is a short article at the end of a forum, special issue, or special topic collection that is written by, as applicable, the journal’s editor-in-chief, an editor, or the guest editor involved (please note that special issues require prior approval). An epilogue should include a summation of the preceding articles’ findings and may draw broader conclusions than the individual articles. An epilogue is typically limited to 10 manuscript pages, including citations, tables, and figures.

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An erratum is a correction of any sort to an already published article.

Note:  An erratum should include the full citation reference for the original article (including the digital object identifier [DOI]), a summary of the error, and what the text should have said. 

Author Resource Center

Related content, aja special issue: internet and audiology, select papers from the 45th clinical aphasiology conference, improved review process with new editorial board structure, now in effect, quick resources.

• Read AJSLP on ASHAWire
• View Full AJSLP Editorial Board Roster
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About the ASHA Journals

ASHA publishes four peer-reviewed scholarly journals and one peer-reviewed scholarly review journal pertaining to the general field of communication sciences and disorders (CSD) and to the professions of audiology and speech-language pathology. These journals are the  American Journal of Audiology ;  American Journal of Speech-Language Pathology ;  Journal of Speech, Language, and Hearing Research ;  Language, Speech, and Hearing Services in Schools ; and Perspectives of the ASHA Special Interest Groups . These journals have the collective mission of disseminating research findings, theoretical advances, and clinical knowledge in CSD.

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How to Pick a Topic

• Choose a topic that is interesting to you .  Research is much more enjoyable if you care about your topic.
• Look at your class notes or textbook--sometimes these will provide ideas for topics.
• Talk with friends or family; often they can suggest topics you haven't considered or  focus your ideas.
• Browse the table of contents of a core speech, language or communication disorder journal:  Audiology Research, American Journal of Speech-Language Pathology , International Journal of Language and Communication Disorders , Journal of Communication Disorders , Language and Speech . 
• Consider a controversial topic.
• What drew you into this field?  Is there something in particular that interests you?
• Is there an issue within the field that is currently sparking interest or conversations?

Once you've thought of a few topics, you'll want to test drive your topic.  

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Explore the library's article databases--under the FIND tab, choose articles.  Select one of the links provided in the Find box. 

Topic Evolution

Choosing a research topic is rarely a straightforward process.

When you begin looking for information, you may find too many or too few articles on your topic.  If this is the case, your research topic will need to evolve.

Adapting to the amount of information you find by tweaking, focusing, or broadening your topic is a normal part of the research process. 

Video from NSCU on the research process:

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Digital Learning in Speech-Language Pathology, Phoniatrics, and Otolaryngology: Interdisciplinary and Exploratory Analysis of Content, Organizing Structures, and Formats

1 Clinic for Phoniatrics, Pedaudiology & Communication Disorders, University Hospital and Medical Faculty, RWTH Aachen University, Aachen, Germany

Christiane Neuschaefer-Rube

Associated data.

Summary list of tools.

The digital revolution is rapidly transforming health care and clinical teaching and learning. Relative to other medical fields, the interdisciplinary fields of speech-language pathology (SLP), phoniatrics, and otolaryngology have been slower to take up digital tools for therapeutic, teaching, and learning purposes—a process that was recently expedited by the COVID-19 pandemic. Although many current teaching and learning tools have restricted or institution-only access, there are many openly accessible tools that have gone largely unexplored. To find, use, and evaluate such resources, it is important to be familiar with the structures, concepts, and formats of existing digital tools.

This descriptive study aims to investigate digital learning tools and resources in SLP, phoniatrics, and otolaryngology. Differences in content, learning goals, and digital formats between academic-level learners and clinical-professional learners are explored.

A systematic search of generic and academic search engines (eg, Google and PubMed); the App Store; Google Play Store; and websites of established SLP, phoniatrics, and otolaryngology organizations was conducted. By using specific search terms and detailed inclusion and exclusion criteria, relevant digital resources were identified. These were organized and analyzed according to learner groups, content matter, learning goals and architectures, and digital formats.

Within- and between-learner group differences among 125 identified tools were investigated. In terms of content, the largest proportion of tools for academic-level learners pertained to anatomy and physiology (60/214, 28%), and that for clinical-professional learners pertained to diagnostic evaluation (47/185, 25.4%). Between groups, the largest differences were observed for anatomy and physiology (academic-level learners: 60/86, 70%; clinical-professional learners: 26/86, 30%) and professional issues (8/28, 29% vs 20/28, 71%). With regard to learning goals, most tools for academic-level learners targeted the performance of procedural skills (50/98, 51%), and those for clinical-professional learners targeted receptive information acquisition (44/62, 71%). Academic-level learners had more tools for supporting higher-level learning goals than clinical-professional learners, specifically tools for performing procedural skills (50/66, 76% vs 16/66, 24%) and strategic skills (8/10, 80% vs 2/10, 20%). Visual formats (eg, pictures or diagrams) were dominant across both learner groups. The greatest between-group differences were observed for interactive formats (45/66, 68% vs 21/66, 32%).

Conclusions

This investigation provides initial insights into openly accessible tools across SLP, phoniatrics, and otolaryngology and their organizing structures. Digital tools in these fields addressed diverse content, although the tools for academic-level learners were greater in number, targeted higher-level learning goals, and had more interactive formats than those for clinical-professional learners. The crucial next steps include investigating the actual use of such tools in practice and students’ and professionals’ attitudes to better improve upon such tools and incorporate them into current and future learning milieus.

Introduction

The digital age has introduced tremendous changes and emerging opportunities in teaching and learning, especially in the health care environment. Buzzwords such as eHealth , digital health , mobile health ( mHealth ), e-learning , digital learning , and m-learning are increasingly enriching the medical language and have infused clinical teaching and practice with new vocabulary and concepts. The terms eHealth or digital health have often been used to refer to a broad spectrum of information communication technology applications in which information can be processed or exchanged electronically and can be used to support patient treatment and care; mHealth refers to these processes and apps on mobile devices such as tablets, smartphones, or smartwatches [ 1 , 2 ]. On the other hand, e-learning or digital learning are broad terms that can be used to describe a wide range of methods in which digital media, internet, and information and communication technologies are used for teaching and learning purposes to optimize knowledge creation and reproduction, interpersonal exchange, or collaborative work; the term m-learning thus refers to the implementation of these processes on mobile devices [ 3 - 6 ]. However, because of rapid changes in technology and didactic approaches, definitions often become obsolete faster than they can be created [ 7 ]. The emergence and continuous renewal of such concepts and digital possibilities not only demonstrate the enormous scope and potential for development of digital solutions but also highlight how the knowledge and skills required by current and future clinicians are gradually expanding to include technical skills.

Given the (1) increasing number of portable devices and technologies, (2) increasing accessibility to information, and (3) new generations of learners who process information in a manner that is different from prior generations, “...the issue is not whether we adopt these new technologies but whether we make the most of the opportunities they provide” [ 8 ]. Moreover, given the growing aging population and well-reported shortage of health care workers worldwide, digital solutions offer potential avenues for increasing equitable health care accessibility [ 9 - 13 ]. Digital skills will likely become a prerequisite for future health professionals, who will play a major role in educating patients on digital health literacy and optimizing digital patient-centered care [ 14 , 15 ]. It is recognized worldwide that current and future health professionals must be equipped for learning and medical practice in an increasingly digitalized health care system [ 16 , 17 ]. In essence, “[w]e have to prepare students for jobs that have not yet been created, technologies that have not yet been invented and problems that we don’t yet know will arise” [ 18 ]. Such a sentiment is especially relevant in light of the COVID-19 pandemic, which has pushed the discussion of digital learning and digital health care solutions and alternatives to the forefront [ 19 - 23 ].

In the interdisciplinary fields of speech-language pathology (SLP), phoniatrics, and otolaryngology, digital possibilities offer great potential. Professionals in these fields collaboratively treat disorders and disabilities affecting speech, language, voice, hearing, and the ability to communicate. The importance and benefit of interdisciplinary education within these fields cannot be understated; in fact, interdisciplinary education will play a significant role in future-proofing health professional curricula moving forward [ 24 - 27 ]. Moreover, digital tools can contribute to enhancing such collaborative opportunities and are already beginning to engage other, traditionally more technical fields (eg, informatics and engineering) [ 25 , 28 ]. Given the World Health Organization’s estimate of over one billion people worldwide living with a disability that often affects their functional communication, it is crucial that current and future professionals in these fields are well prepared to advance their knowledge, skills, and coordinated patient care through new digital solutions [ 29 ]. Thus, it can be useful to investigate current digital resources collectively across these fields.

Literature has shown that research and outcomes for digital solutions in these fields are only just beginning to emerge relative to other medical fields [ 30 , 31 ]. That is not to say, however, that tools and applications do not already exist. Augmentative and alternative communication devices (eg, speech-generating tablets) and mathematical-linguistic language modeling are just some examples of digital support technologies that are already well established in the field [ 32 , 33 ]. There is also an increasing number of emerging digital applications to assist with diagnostic evaluations and therapeutic exercises; however, knowledge of these tools and their quality appears to be uncertain [ 34 , 35 ]. Given that students and professionals who treat communication disorders have overall reported positive attitudes toward eHealth and a desire for more digital learning opportunities, it is crucial that digital tools are more critically assessed and deliberately integrated into clinical education and professional development [ 35 - 37 ]. To begin this process, it can be helpful to first investigate existing digital e-learning tools. Although it currently appears that many digital learning tools are institution-specific or have restricted access, there is a notable plethora of digital learning resources relevant to the abovementioned interdisciplinary fields with easier accessibility or freely available. These have largely been unexplored in the literature and have yet to be assessed for quality. However, the current range of digital tools is broad and heterogeneous, making it difficult to fully comprehend their purpose or use [ 37 , 38 ].

To effectively find, use, evaluate, and incorporate such resources and tools into learning and teaching scenarios, it is important to be familiar with the structures, concepts, and formats of existing digital learning resources. This study seeks to (1) investigate the current scope of digital tools and resources with free or good accessibility across the interdisciplinary fields of SLP, phoniatrics, and otolaryngology and (2) specifically explore potential differences between resources available for academic-level learners versus clinical-professional learners in terms of content, learning goal, or format. Importantly, this initial study does not aim to investigate the quality of the tools, although this is a necessary next step. It is worth mentioning that given the fast-paced nature of technological development, the number and scope of digital tools and resources at any given time are changing. This investigation was based on a search conducted and updated in the autumn of 2020.

Electronic Search and Inclusion and Exclusion Criteria

A systematic search of Google; Google Scholar; EbscoHost (including PubMed and Medline); Livivo; the App Store, Google Play Store; and established SLP, phoniatrics, and otolaryngology foundation websites was conducted. The foundations and regulating bodies whose websites were searched included the American Speech-Language-Hearing Association, Union of the European Phoniatricians, the International Federation of Oto-Rhino-Laryngological Societies, the European Federation of Oto-Rhino-Laryngology Societies, and the American Academy of Otolaryngology-Head and Neck Surgery. The keywords used were e-learning OR digital learning AND either speech pathology , speech-language pathology , phoniatrics , ENT medicine , and otolaryngology .

Inclusion criteria included were as follows:

• The presented information should be relevant for students and professionals in the interdisciplinary fields of SLP, phoniatrics, and otolaryngology.
• The resource should either be openly accessible or have good accessibility (eg, could require account creation but no institution-specific restricted access).
• There is evidence of clinician or physician involvement in resource development.
• The resource should be in the English or German language.

Exclusion criteria included tools or resources used solely for clinical purposes (eg, therapy apps) or specifically for patient use and blogs. Although there is evidence that professional blogs serve as a significant source of information and exchange for practicing professionals and even students, it was not within the scope of this study to identify the full range of professional blogs [ 39 ].

Organizing Structures

To construct a more comprehensible organization for a broad range of available resources, digital tools were specifically analyzed according to (1) learner groups, (2) content areas, (3) learning goals and architectures, and (4) formats.

These organizing structures have commonly been referred to in multimedia learning theories and their applications in other fields [ 40 - 43 ]. Each of these organizing structures is defined in more detail.

Learner Groups

In health professional education, there are several ways to differentiate among learner groups. These include, among others, distinctions between preclinical and clinical learners, trainees and attendees, academic introductory and advanced learners, or student clinicians and working professionals [ 44 - 46 ]. These distinctions can vary depending on the specific institution, context, profession, or educational system in a country. With these differences in mind, for the purposes of this study, we have broadly differentiated between the following learner groups, as described below.

Academic-Level Learners

This includes those who have introductory and advanced theoretical knowledge with initial clinical experience. Digital resources and tools were allocated to the academic-level learner group when content consisted of introductory information (eg, basic introductions to anatomy and physiology, pathologies, or treatment approaches) or when the content of the resource was explicitly referred to as appropriate for academic-level learners.

Clinical-Professional Learners

This includes residents, clinical fellows, and working professionals whose focus is on the clinical integration of knowledge and skills. Residents, clinical fellows, and working professionals were also deliberately grouped together because they shared many overlapping digital resources. Resources and tools that addressed the advanced integration of diagnostic or treatment strategies or that explicitly identified the content as appropriate for clinical fellows, residents, or professionals were allocated to the clinical-professional learner group.

This study also aims to investigate whether there were differences in digital tools and resources available between these two broad learner groups in terms of content, learning goals, and formats.

Content Areas

For the following investigation, digital tools, and resources were grouped into the following broad categories, as these were the observed prominent reoccurring content areas, which are also common to all the interdisciplinary fields involved with communication disorders: anatomy and physiology, diagnostic evaluation, pathology, treatment, professional issues, and other (eg, networking).

Learning Goals and Architectures

According to the cognitive theory of multimedia learning by Mayer [ 47 ], e-learning goals can be primarily divided into inform versus perform goals. Informing goals focus on the transmission of information and may not specify any expectations for the acquisition of new skills, whereas goals focused on performing do specify new skills to be attained and can be further divided into performing procedural tasks and strategic tasks . Procedural tasks encourage response strengthening and thus promote near transfer, whereas strategic tasks encourage knowledge instruction, which promotes the far transfer and, ideally, the application of knowledge to other contexts [ 40 ]. These learning goals are closely aligned with e-learning architectures, which include receptive , directive , and guided discovery . These architectures provide a broad framework for understanding the nature and purpose of learning interactions. Specifically, inform learning goals are receptive (low behavioral engagement), the learning goal of performing procedural skills is directive (medium behavioral engagement), and the learning goal of performing strategic skills promotes guided discovery (high behavioral engagement).

Content formats of digital learning resources and tools refer to the specific configuration by which information is displayed. Content formats can vary according to sensory modality, level of interaction, level of virtuality, level of mediality, and flexibility of synchronous or asynchronous use [ 48 ]. These dimensions are not always clearly defined, as they can also be affected by the specific way in which a digital tool or resource is implemented or used for learning purposes (eg, a simulation could be used synchronously or asynchronously or may have varying levels of interactivity depending on the specific exercise performed or the learning goal targeted). For the purposes of this study, formats have been organized into (1) verbal, (2) visual, and (3) interactive presentation forms, as suggested by Arnold et al [ 41 ]. Verbal formats include audio- and text-based information or activities such as websites, e-books, or podcasts. Examples of visual formats include static pictures or diagrams, videos, 3D models or manipulatives, portals, or apps that integrate multiple verbal or visual formats. Examples of interactive formats include simulations, social networking channels, web-based courses, serious games, 3D worlds, or dynamic apps that include interactive elements. Notably, the distinctions among these categories are somewhat fluid and overlapping (eg, a website could have visual and verbal elements and even contain interactive case scenarios). Although it is not within the scope of this investigation to review all existing digital formats, relevant formats for the digital tools and resources identified in this study are discussed in greater depth in the Results and Discussion section.

Systematic searches and subsequent analyses were performed by 2 authors, a certified speech-language pathologist (YL) and qualified phoniatrician and otorhinolaryngologist (CNR), both of whom have experience in clinical practice, teaching, and research. It is important to note that internet search results can change depending on a user’s browser type, cookie settings, search history, exact location, time, and more [ 49 ]. Thus, searches were conducted in the incognito mode on two institution-owned computers. Tools with relevant references underwent two additional iterative searches. The authors independently screened and analyzed the tools, and any disagreements in the analysis among categories were resolved through discussion.

A total of 125 digital tools and resources that met all the inclusion and exclusion criteria were identified. These are listed in Multimedia Appendix 1 . Of these tools, 78.4% (98/125) were appropriate for academic-level learners (introductory and advanced theoretical knowledge with minimal clinical experience) and 49.6% (62/125) were appropriate for clinical-professional learners (eg, residents, clinical fellows, and working professionals), with a 28.8% (35/125) overlap between the two groups. Upon categorizing each of the three components analyzed (ie, content, learning goal, and format), there were often tools with overlapping categories (eg, a digital resource could contain multiple content areas or multiple formats). These overlaps were included in the frequency counts during data analysis to reflect the appropriate proportion of tools specifically fulfilling the indicated category. The full distribution of tools denoted by frequencies (eg, number of tools) and organized according to content, learning goal, and formats is shown in Figure 1 .

Summary of digital tools and resources organized according to the learner group, content, learning goal, and format. ENT: ear, nose, throat; MOOC: massive online open course; SLP: speech-language pathology or pathologist.

Content was broadly divided into the topics of anatomy and physiology, diagnostic evaluation, pathology, treatment, professional issues, and other (eg, networking). Across the 399 total frequency counts for content areas including overlaps, 24.6% (98/399) pertained to pathology, 24.3% (97/399) to diagnostic evaluation, 21.6% (86/399) to anatomy and physiology, and 20.5% (82/399) to treatment. Professional issues and other subjects comprised 7% (28/399) and 2% (8/399) of the total resources, respectively.

Within-Group Differences

The distribution of tools within each learner group is represented as a frequency count, followed by percentages of the total number of tools and resources for that specific learner group. Most tools for academic-level learners consisted of content pertaining to anatomy and physiology (60/214, 28%), pathology (54/214, 25.3%), diagnostic evaluation (50/214, 23.4%), and treatment (39/214, 18.2%). Tools pertaining to professional issues and other subjects (eg, networking) were far fewer in number. Tools and resources for the clinical-professional learner group mostly fell within the content categories of diagnostic evaluation (47/185, 25.4%), pathology (44/185, 23.7%), and treatment (43/185, 23.3%). These data and further details are summarized in Table 1 .

Distribution of digital tools within each learner group according to content.

Between-Group Differences

The distribution of tools between academic-level learners and clinical-professional learners is presented as frequency counts and percentages of the total number of tools and resources for a specific content category. Data are always presented as academic-level learners versus clinical-professional learners. Some of the largest differences in terms of digital tools and resources between academic-level learners and clinical-professional learners were observed for the content areas of (1) anatomy and physiology, where academic-level learners had a greater proportion of resources (60/86, 70% vs 26/86, 30%) and (2) professional issues (8/28, 29% vs 20/28, 71%) and (3) other resources such as networking sites (3/8, 37% vs 5/8, 63%). There was a relatively similar number of tools for diagnostic evaluation between the 2 learner groups (50/97, 51% vs 47/97, 49%), slightly more tools relating to pathology for academic-level learners (54/98, 55% vs 44/98, 45%), and slightly fewer tools for them that related to treatment (39/82, 48% vs 43/82, 52%). These data are graphically summarized in Figure 2 .

Digital tools available between learner groups according to content.

Learning Goal

Learning goals were differentiated among those with a (1) inform through information acquisition focus and receptive learning architecture, (2) to perform procedural skills focus and directive architecture, and (3) those with a perform strategic skills focus and guided discovery architecture. Furthermore, 52.5% (84/160) of tools had the learning goal of receptive information acquisition; 41.2% (66/160) had the learning goal of performance of procedural skills, a more directive learning architecture. Only 6.3% (10/160) of tools supported the highest-level learning goal of performance of strategic skill, which would encourage guided discovery .

Approximately half of the digital tools and resources for academic-level learners (50/98, 51%) had the learning goal of performing a procedural skill and thus had a more directive learning architecture. A large proportion of the digital resources and tools for the academic-level–learner group (40/98, 41%) also had the learning goal of receptive information acquisition, and only a few targeted the learning goal of performing a strategic skill through the learning architecture of guided discovery .

Most tools and resources for clinical-professional learners served the purpose of information acquisition through receptive learning architectures (44/62, 71%). A large proportion of tools (16/62, 26%) aimed to perform procedural skills through a directive architecture, and very few tools aimed to perform strategic skills through the process of guided discovery . These data and details are summarized in Table 2 .

Distribution of digital tools within each learner group according to learning goals.

The distribution of tools between academic-level learners and clinical-professional learners is presented as frequency counts and percentages of the total number of tools and resources for a specific learning goal type. Data are always presented as academic-level learners versus clinical-professional learners. It appears that as the learning goal becomes more advanced, that is from informing through receptive information acquisition to performing a strategic skill for guided discovery , we observed greater differences in the proportions of tools between academic-level learners and clinical-professional learners. Although it appears that there is a relatively close number of digital tools and resources for both learner groups that support the informing learning goal (40/84, 48% vs 44/84, 52%), academic-level learners have a much greater proportion of the tools that support performing a procedural skill (50/66, 76% vs 16/66, 24%) and those that support performing a strategic skill (8/10, 80% vs 2/10, 20%) than their clinical-professional counterparts. These data are graphically summarized in Figure 3 .

Digital tools available between learner groups according to learning goals.

Digital tools and resources were broadly divided into verbal, visual, and interactive formats. These were further subdivided on the basis of specific format types (eg, video, 3D model, and simulation). Only the formats that were present in the range of the investigated tools and resources were included in the study. There are certainly numerous other existing formats (eg, serious games, and 3D worlds) that were not represented in the sample as they—to the best of our knowledge—do not yet exist or are not yet readily available for the fields of SLP, phoniatrics, or otolaryngology. Overall, a large majority of digital tools were visual in nature (115/252, 45.6%), followed by verbal (71/252, 28.2%), and interactive (66/252, 26.2%). When each of these components was separated further, it was observed that large and equal proportions of the digital tools consisted of pictures or diagrams (57/252, 22.6%) and text (57/252, 22.6%). There were also a notable portion of dynamic apps (39/252, 15.4%) and videos (32/252, 12.7%). The distribution of the different formats and further details are shown in Figure 4 .

Summary of the distribution of digital tools according to format types.

Visual formats comprised the largest proportion of formats overall for academic-level learners, with a large proportion of pictures or diagrams (31/149, 20.8%), followed by videos (16/149, 10.7%). The next largest subgroup of formats consisted of interactive formats. Notably, this subgroup predominantly consisted of dynamic apps. Simulations, web-based courses or massive online open courses (MOOCs), and social networks only comprised 7.4% (11/149) of the total frequency count altogether. Here, it is useful to briefly mention that apps were deliberately separated into static and dynamic apps. Static apps were defined as apps that involved minimal interaction (eg, simple text and visuals in an app form with little to no animation or clickable interactive elements), whereas dynamic apps involved a higher level of virtuality and interaction (eg, animations, virtuality, and more integrated multimedia). In terms of verbal formats for academic-level learners, the majority of the digital tools were text-based (32/149, 21.5%).

For clinical-professional learners, visual formats comprised the largest proportion of the digital resources and tools collected. A quarter of the total number of tools consisted of pictures or diagrams (26/103, 25.2%), followed by a notable proportion of videos (16/103, 15.5%). Other visual formats comprised 7.8% (8/103) of all the tools together. Verbal formats comprised the second largest group of formats, with most being text-based (25/103, 24.3%) and few consisting of audio formats. Finally, interactive formats comprised the smallest proportion of tools and resources for clinical-professional learners. Web-based courses or MOOCs (often used for continuing education credits) accounted for 8.7% (9/103) of tools, followed by equal proportions of dynamic apps and simulations (both 5/103, 4.9%). The data and further details are summarized in Table 3 .

Distribution of digital tools within each learner group according to formats.

a MOOC: massive online open course.

The distribution of tools between academic-level learners and clinical-professional learners is represented as frequency counts and percentages of the total number of tools and resources for a specific format type. Data are always presented as academic-level learners first versus clinical-professional learners second. Among the subordinate categories of verbal, visual, and interactive formats, academic-level learners had only slightly more verbal (39/71, 55% vs 32/71, 45%) and visual formats (65/115, 57% vs 50/115, 43%) than clinical-professional learners, although this proportional difference was much more pronounced with interactive formats (45/66, 68% vs 21/66, 32%). Within the subcategory of verbal formats, there was an equal proportion of audio formats across both academic-level and clinical-professional learners (7/14, 50% vs 7/14, 50%) and slightly more text formats for academic-level learners than for clinical-professional learners (32/57, 56% vs 25/57, 44%). Within the subcategory of visual formats, the greatest differences between the 2 learner groups were noted for 3D models (4/5, 80% vs 1/5, 20%) or manipulatives and for static apps (12/15, 80% vs 3/15, 20%). Academic-level learners had fewer tools and resources in a portal (2/6, 33% vs 4/6, 67%), slightly more tools in picture or diagram formats (31/57, 54% vs 26/57, 46%), and the same proportion of video formats (16/32, 50% vs 16/32, 50%) than their clinical-professional learner counterparts. Within the subcategory of interactive formats, the greatest difference was observed in the proportion of dynamic app formats (34/39, 87% vs 5/39, 13%), although a notable difference was also seen in web-based courses or MOOCs (3/12, 25% vs 9/12, 75%) and social networks (1/3, 33% vs 2/3, 67%), for which there were more resources for the clinical-professional learner group. Finally, academic-level learners had a slightly greater proportion of digital tools with simulation formats than their clinical-professional learner counterparts (7/12, 58% vs 5/12, 42%). These data are graphically summarized in Figure 5 . Figure 6 , Figure 7 , and Figure 8 depict the verbal, visual, and interactive tools between the 2 learner groups, respectively.

Digital tools available between learner groups according to format types.

Digital tools available between learner groups in verbal formats.

Digital tools available between learner groups in visual formats.

Digital tools available between learner groups in interactive formats. MOOC: massive online open course.

Principal Findings

To the best of our knowledge, this is the first study to investigate openly accessible tools within the interdisciplinary context of SLP, phoniatrics, and otolaryngology. Although it appears that significant literature is focused on the implementation of e-learning or digital learning solutions at specific institutions, it is also crucial to analyze tools with greater public accessibility, as despite their growing number and range, their quality remains unassessed and are nevertheless sources of learning and teaching that are also being used.

This initial investigation of tools revealed that overall, there appears to be a greater number of tools and resources for academic-level learners than for clinical-professional learners, although there was also a considerable amount of overlap between them (n=35). These tools contained wide-ranging subject matter, targeted different learning goals, and were presented in various digital formats. Below, the implications of the results for each of these aspects are explored in greater depth.

Overall, between the 2 learner groups, content categories appeared to primarily focus on the topics of pathology, diagnostic evaluation, anatomy and physiology as well as treatment. As these primary subjects comprise the bulk of necessary clinical knowledge, for which there are frequently new findings and developing research, this is not particularly surprising. The smallest proportion of digital tools and resources were dedicated to other content, namely those focused on field-specific networking sites or exchange sites. Given the predominance of large networking channels such as Facebook, Twitter, Instagram, and professional blogs, it could be that these other resources simply are not as commonly used. Interestingly, when looking within each learner group, the subject with the greatest percentage of tools for academic-level learners was focused on anatomy and physiology. This makes sense as these learners are still developing foundational conceptual knowledge to understand how pathologies affect these anatomical structures and their normal functioning. On the other hand, for the clinical-professional learner group, the largest percentage of tools was focused on diagnostic evaluation. Given that there is constantly new research emerging regarding new diagnostic measures, pathologies, and their treatment strategies, these results are not surprising. Between the two learner groups, we observed that the number of tools focused on anatomy and physiology is notably smaller for the clinical-professional learner group, whereas the number of tools for professional issues is greater. This makes sense given that clinical-professional learners should already be familiar with such foundational concepts of anatomy and physiology and must navigate professional issues such as interdisciplinary exchange or work effectiveness on a day-to-day basis. However, the dearth of tools and resources for academic-level learners regarding professional issues may highlight an area that needs to be bolstered in communication sciences and disorders education; in fact, studies have shown that students often arrive at their clinical placements unprepared for the combination of clinical and professional responsibilities that comprise their day-to-day work [ 50 - 53 ]. Therefore, a greater incorporation of digital tools and resources or curricular content addressing these professional issues for the academic-level learners would be beneficial in the future.

Learning Goals

Across all the digital tools and resources analyzed, the number of tools decreased as a function of increasing level of learning goals. In other words, the higher the learning goal (eg, performing a strategic task through the process of guided discovery), the fewer tools or resources were available to support that goal. When analyzing within each of the learner groups individually, however, the academic-level learner group appeared to have more tools that supported the second-level learning goal of performing a procedural skill, followed by tasks focused on information acquisition and the performance of strategic skills. This aligns with the idea that learners at this level typically need to establish procedural skills (eg, learning how to administer a diagnostic assessment or how to score it) before they can be expected to apply these skills fluently and flexibly to multiple contexts or different patients. They benefit from highly structured, paced, and predefined frameworks within which practical skills can be explored [ 41 ]. The large number of tools and resources targeting the learning goal of information acquisition, although more receptive in nature, are useful for introductory learners with low content knowledge; these materials have been demonstrated to be effective in helping learners to link new knowledge with prior knowledge and thus may make new information more concrete, easier to integrate, and comprehend [ 54 , 55 ]. However, given that the ultimate goal of learning is to encourage greater guided discovery and train future professionals in more active, personal sense-making and critical thinking processes, it is discouraging to see that there are only a few digital tools and resources that target this learning goal. This learning goal is characterized by higher levels of learner interaction and lower levels of direct instruction; to become effective, independent health professionals, students need to become more independent self-guided learners [ 56 ].

Within the clinical-professional learner group, the trend of decreasing number of digital tools and resources as a function of increasing learning goal level was stark. There was a predominance of tools with the learning goal of receptive information acquisition, many of which consisted of continuing education opportunities. Although this is not particularly surprising, given the fact that clinical professionals are expected to have already attained a certain level of competency and often have limited time to attend such continuing education opportunities, it is nonetheless problematic that many tools only target these more surface -level learning goals; after all, performance of strategic skills through a guided discovery learning architecture is typically most beneficial for advanced learners (eg, beginning and even well experienced clinical professionals) who do not require a paced or scaffolded support [ 57 ]. Considering that clinical professionals are often expected to flexibly apply new information they learn from continuing educational opportunities without much prior practice directly to their complex caseloads, the question arises as to whether current digital continuing education opportunities truly foster effective lifelong learning [ 58 , 59 ]. As Scott et al [ 60 ] emphasized, measures must be implemented to aid retention and evaluate learning outcomes, not just to measure the satisfaction that professionals may have had with a virtual continuing education opportunity.

Across all tools and resources, it appears that a large majority of tools are in visual format, followed by verbal and interactive formats. Although the large number of tools dedicated specifically to pictures or diagrams, text, and video is not particularly surprising given that these formats dominate the World Wide Web, it is notable that apps also contributed to a large proportion of all the tools. These primarily consisted of what we have termed dynamic apps , which involved a higher level of virtuality and interaction (eg, animations, virtuality, more integrated multimedia, and ability to manipulate components). Importantly, however, although an app is labeled as dynamic, this does not mean that its level of virtuality or interactivity is necessarily always the same among the different tools. An app involving 3D simulation and another app that displays animated procedures and only some interactive parts (eg, 3D manipulative or drawing tool) would still be considered dynamic interactive apps. It was beyond the scope of this initial investigation to study the full scope of virtuality and interaction of these tools, as these spectra are still being defined [ 48 , 61 ].

Within the academic-level–learner group, it was encouraging to see that there was a presence of more interactive formats, particularly dynamic apps and simulations; greater interaction is known to be associated with greater levels of learner engagement and thus motivation to promote learning and knowledge retention [ 62 , 63 ]. It is important to mention that many of these tools have not been evaluated for their efficacy. Thus, it would be useful to investigate whether these more interactive formats do indeed foster greater learner motivation, retention of information, or application to academic and clinical contexts (eg, does a simulation of a flexible endoscopic examination of swallowing necessarily translate to the appropriate motor skills to perform such a task in a clinical context?). Considering the current challenges in securing diverse clinical placements and externship experiences for students, it is critical to consider alternative methods for clinical training moving forward, including through digital means [ 64 , 65 ]. There is already evidence that simulation programs, for example, have some level of demonstrated efficacy for improving knowledge, skills, and confidence among health professional students [ 66 - 68 ]. Interactive formats can also serve as a useful platform from which one can begin training for professional skills such as interpersonal collaborative communication skills, which cannot be easily trained through only simple static visual or verbal formats [ 69 ].

Within the clinical-professional learner group, it appears that most digital learning resources and tools have relatively static verbal and visual formats at this time (predominated by picture or diagrams and text); there are additionally very few tools with interactive formats, a large portion of which consists of web-based courses or MOOCs, which makes sense given that many continuing education opportunities are currently also available virtually. However, the general dearth of interactive formats for clinical-professional learners points to an area of opportunity to spark greater engagement and more motivated lifelong learning.

Between the two groups, it was observed that in general, academic-level learners tended to overall have more novel formats than their clinical-professional learner counterparts (eg, in comparison traditional media such as text, audio, video, these are formats such as apps that have emerged since the 2000s) [ 70 ]. This was the case both in terms of within the interactive format subgroup (particularly for dynamic apps) and within the visual format subgroup (particularly for static apps and 3D models or manipulatives). However, considering that this study only investigated digital tools and resources for the purposes of learning, it could be that clinical professionals are rather using the apps for the purposes of clinical practice instead. There are studies that have discussed clinical apps (eg, diagnostic or therapeutic apps) for clinician and physician use [ 35 , 38 , 71 ]. In the areas of web-based courses or MOOCs, social networks, and portals, a greater proportion of tools and resources for clinical-professional use were found. As mentioned previously, the greater number of web-based courses or MOOCs could be explained by the fact that clinicians and physicians are required to complete continuing education credits, many of which are now web-based. The greater proportion of portals and field-specific social networking sites could be explained by the fact that many of the academic-level learners may still be learning about these field-specific resources in their graduate coursework and generationally, may be more drawn toward exchange on common social networking channels (eg, Facebook, Twitter, Instagram, and blogs). It will be interesting to see whether digital tool formats begin to consolidate between the 2 groups moving forward and to see what new digital formats begin to arise.

Limitations

This study must be interpreted in light of its limitations. First, this initial investigation is not a fully comprehensive collection and analysis of all existing tools that are appropriate in the fields of SLP, phoniatrics, and otolaryngology. Given the specificity of the inclusion and exclusion criteria of this study, we intentionally did not investigate more collaborative digital learning spaces such as blogs or groups on common social media channels (eg, Facebook, Twitter, and Instagram), which are wide in scope and require their own critical investigation. Studies have shown that these seemingly less academic channels are an increasingly useful source of professional information and that even academic players (eg, institutions, regulating bodies, and peer-reviewed journals) are beginning to enter these spaces [ 72 - 75 ]. Therefore, it will be important to investigate these channels in future studies. Second, the tools and resources that have been investigated in this study reflect only one method for viewing or organizing digital tools and resources. Our findings are based on several theoretical models (eg, cognitive theory of multimedia learning by Mayer and the presentation forms by Arnold et al [ 41 ] as an organizational structure for digital format types) that we deemed appropriate and feasible on the basis of the nature of the tools and resources identified [ 40 , 47 ]. The division between different groups (eg, between academic-level learners vs clinical-professional learners or differentiation between static vs dynamic apps) was made to the best of our knowledge on the basis of a thorough review of previous literature, as many of these organizing structures are not currently well defined and are still developing. It should also be mentioned that the choice of search terms may have limited the range and type of tools that were found. However, these broader terms were chosen to maximize the search results. Considering the rapidly evolving nature of digitalization, this study presents just a snapshot of the digital tools and resources available at the time of the study. Therefore, not only is it difficult to exactly replicate study findings because of continuously changing search results, but the distinctions and definitions used in this study can also be interpreted as somewhat arbitrary in nature. Nevertheless, this study provides an emerging structure for better understanding the breadth and classifications of current digital tools and resources.

Future Directions

Given this initial investigation into the organizing structures and availability of these tools and resources with open or good accessibility, it will be important as a next step to quantify their actual use. Investigating students’ and professionals’ attitudes toward such tools and resources is critical to understanding their use in practice or how they can be better incorporated into current curricula or learning opportunities. Perhaps most crucially, all digital resources and tools for teaching and learning need to undergo a process of rigorous peer review for quality assessment. In light of the digital revolution, tools such as the Mobile App Rating Scale have been developed to aid in the evaluation of digital applications, although gold standard measures or formal regulations supported by medical regulating bodies have yet to be developed or consistently implemented [ 76 , 77 ]. As standards are important for the processes of streamlining, compatibility, interchangeability, usability, and quality improvement and assurance, it is crucial that quality expectations become a greater area of focus, discussion, and productive problem solving in the future [ 78 ]. Although technical standards for e-learning apps are available from institutions such as the International Organization for Standardization, the Learning Technology Standards Committee of the Institute of Electrical and Electronics Engineers, or from the IMS Global Learning Consortium, Inc, it will be important—especially for the interdisciplinary fields of SLP, phoniatrics, and otolaryngology—to consider and begin to explicitly outline how these standards fit within current clinical-professional standards, roles, and responsibilities [ 79 - 81 ].

Furthermore, it will be critical to discuss the incorporation of digital skills into the clinical curricula, so that future professionals are better prepared for the changing medical landscape. The digital revolution has brought opportunities for innovation; however, innovation must be sustainable. As student and patient populations diversify and technologies progress, it is vital that health care professionals are robustly prepared to access, manipulate, critically assess, and improve digital tools and resources. To begin this process, this study presents an initial overview of the current digital landscape and organizing structures of the available tools and resources in fields related to communication disorders. However, there remains much work to be done.

Acknowledgments

The authors would like to thank the Alexander von Humboldt Foundation for supporting the international and interdisciplinary exchange that made this preliminary investigation and the development of long-term collaboration possible. The first author, YL, is a former Chancellor Fellow of the Alexander von Humboldt Foundation, who worked closely with and was hosted by the second author, CNR.

Abbreviations

Multimedia appendix 1.

Conflicts of Interest: None declared.

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Develop your research question

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STEP 1: Understand your research objective

Before you start developing your research question, think about your research objectives:

• What are you trying to do? (compare, analyse)
• What do you need to know about the topic?
• What type of research are you doing?
• What types of information/studies do you need? (e.g. randomised controlled trial, case study, guideline, protocol?)
• Does the information need to be current?

Watch the following video (6:26) to get you started:

Key points from the video

• All good academic research starts with a research question.
• A research question is an actual question you want to answer about a particular topic.
• Developing a question helps you focus on an aspect of your topic, which will streamline your research and writing.
• Pick a topic you are interested in.
• Narrow the topic to a particular aspect.
• Brainstorm some questions around your topic aspect.
• Select a question to work with.
• Focus the question by making it more specific. Make sure your question clearly states who, what, when, where, and why.
• A good research question focuses on one issue only and requires analysis.
• Your search for information should be directed by your research question.
• Your thesis or hypothesis should be a direct answer to your research question, summarised into one sentence.

STEP 2: Search before you research

The benefits of doing a background search :

• You can gather more background knowledge on a subject
• explore different aspects of your topic
• identify additional keywords and terminology

STEP 3: Choose a topic

The resources linked below are a good place to start: 

• UpToDate It covers thousands of clinical topics grouped into specialties with links to articles, drugs and drug interaction databases, medical calculators and guidelines.
• An@tomedia This online anatomy resource features images, videos, and slides together with interactive, educational text and quiz questions.
• Anatomy.tv Find 3D anatomical images; functional anatomy animations and videos, and MRI, anatomy, and clinical slides. Test your knowledge through interactive activities and quizzes.

STEP 4: Brainstorm your questions

Now you have explored different aspects of your topic, you may construct more focused questions (you can create a few questions and pick one later).

Learn more: 

• Clear and present questions: formulating questions for evidence based practice (Booth 2006) This article provides an overview of thinking in relation to the theory and practice of formulating answerable research questions.

STEP 5: Pick a question and focus

Once you have a few questions to choose from, pick one and refine it even further.

Are you required to use "PICO"?

• PICO worksheet
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The PICO framework (or other variations) can be useful for developing an answerable clinical question. 

The example question used in this guide is a PICO question:   How does speech therapy compare to cognitive behavioural therapy in improving speech fluency in adolescents?

Use the interactive PICO worksheet to get started with your question, or you can download the worksheet document.

• Building your question with PICO

Here are some different frameworks you may want to use:

There are a number of PICO variations which can be used for different types of questions, such as qualitative, and background and foreground questions. Visit the Evidence-Based Practice (EBP) Guide to learn more:

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COMD 7830 - Special Topics in Speech-Language Pathology

• Student Tools

Master of Science in Speech and Language Pathology - (Online)

A Master of Science (M.S.) in Speech-Language Pathology is a graduate-level program designed to prepare students for a career in diagnosing and treating individuals with speech, language, and communication disorders. The distance education program allows students to complete the coursework online, through our Learning Management System (LMS).

Here is a general description of a distance education program in Speech-Language Pathology:

The M.S. in Speech-Language Pathology -Distance Education program provides students with the knowledge and skills necessary to assess, diagnose, and treat individuals of all ages who have various communication disorders. The program combines theoretical coursework with clinical experiences to ensure students receive comprehensive training in the field.

The curriculum typically covers a wide range of topics related to speech-language pathology, including anatomy and physiology of speech, language development, communication disorders, assessment and diagnosis, therapeutic techniques, research methods, and professional ethics. The coursework is delivered through online lectures, interactive modules, discussion forums, and multimedia materials.

In addition to coursework, the master’s in speech pathology program includes clinical practicum experiences. These practicums allow students to apply the knowledge and skills they have learned in real-world settings under the supervision of licensed and certified speech-language pathologists. Clinical practicums may be arranged in healthcare facilities or educational settings in the student’s state of residency. They must complete a minimum of 400 direct clinical hours to meet certification and licensure requirements in the USA. For state requirements and contact information, please refer to  ASHA State-by-State .

The program utilizes various online tools and platforms to facilitate collaboration and communication between students, faculty, and clinical supervisors. These platforms may include discussion boards, videoconferencing, online simulations, and online case studies. Students participate in these online environments to enhance their learning experience and engage in discussions with peers and faculty.

The distance education program in Speech-Language Pathology at Albizu University provides flexibility for individuals who may not have access to on-campus programs or who need to balance their studies with other commitments.

Program Goals

Consistent with the goals, philosophy, and objectives of Albizu University, the Master of Science in Speech and Language Pathology Program -Distance Education seeks to accomplish the following objectives:

• Prepare students that will demonstrate knowledge of normal and abnormal human communication and swallowing processes.
• Prepare students that will demonstrate knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and cultural correlates.
• Prepare students that will demonstrate knowledge of the principles and methods of prevention, assessment, and intervention for persons with communication and swallowing disorders.
• Prepare students that will demonstrate knowledge of standards and conduct themselves in a professional and ethical manner.
• Prepare students that will demonstrate knowledge of research processes, contemporary professional issues, and evidence-based clinical practices.
• Prepare students that will demonstrate entry-level knowledge to pursuit advance postgraduate certifications, and local and national licenses, and understand regulations and policies relevant to the professional practice.
• Prepare students that will demonstrate knowledge of entry-level and advanced certifications, licensure, and other relevant professional credentials, as well as local, state, and national regulations and policies relevant to professional practice.

Profile of the future graduate

• Understanding of various communication disorders, including speech disorders (such as articulation and phonological disorders), language disorders (such as expressive and receptive language delays), cognitive-communication disorders, voice disorders, fluency disorders, and swallowing disorders. They are
• Well-versed in the underlying causes, assessment methods, and evidence-based intervention strategies for these disorders.
• Possess clinical skills to assess, diagnose, and treat individuals with communication disorders.
• Able to implement various therapeutic techniques and interventions to improve speech, language, and communication abilities.
• Effectively communicate with individuals of all ages and backgrounds, as well as with their families or caregivers.
• Understand the importance of collaboration and effectively working in team settings.
• Demonstrate integrity, respect for cultural diversity, and adherence to ethical guidelines and legal regulations.
• Prioritize the well-being and confidentiality of their clients and maintain professionalism in all aspects of their work.
• Commitment to lifelong learning and staying updated with the latest evidence-based practices, research findings, and technological advancements.

Available in the following locations:

MIA SJU MYZ Online

Program Details

Academic level.

The Master of Science in Speech-Language Pathology program can be completed in a minimum of eight (8) academic terms.

Total Courses

20 (each three credits) and 2 Advanced Clinical Practicum

Teaching Modality

Distance Education (Hybrid modality)

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• Programs - MYZ * Program Interdisciplinary Baccalaureate Psychology Concentration Interdisciplinary Baccalaureate (BI) Program with a Concentration in Speech and Language Therapy Master of Science in Autism and Other Neurodevelopmental Disorders Master of Science in School Psychology Master of Science in Industrial/Organizational (I/O) Psychology Master of Science in Counseling Psychology Doctor of Psychology (Psy.D.) in Clinical Psychology Doctor of Philosophy (PhD) in Industrial/Organizational Psychology Doctor of Psychology in Counseling Psychology (Psy.D) Graduate Certificate Program in Autism Preparatory Courses in Psychology Preparatory Courses in Speech Pathology
• Programs - MIA * Program Bachelor of Science in Psychology Bachelor of Arts in Exceptional Student Education with a Minor in Autism Spectrum Disorder Bachelor of Science in Criminal Justice English for Speakers of Other Languages (ESOL) Bachelor of Arts in Elementary Education Master of Science in Psychology M.S. Psychology - Major in School Counseling M.S. Psychology - Major in Mental Health Counseling M.S. Psychology - Major in Marriage & Family Therapy Master of Science in Industrial/Organizational (I/O) Psychology Master of Science in Exceptional Student Education M.B.A. in Healthcare Management (Online) Doctor of Psychology (Psy.D.) in Clinical Psychology Doctor of Philosophy (Ph.D.) in Human Services Graduate Certificate in Applied Behavior Analysis
• Programs - SJUV * Program Interdisciplinary Baccalaureate Cyberpsychology Concentration Master of Science in Neuropsychology Graduate Certificate in Human-Animal Interaction and Animal-Assisted Interventions
• Programs - MIAV * Program Psychology Bachelor of Arts in Exceptional Student Education with a Minor in Autism Spectrum Disorder Graduate Certificate in Applied Behavior Analysis Master of Science in Speech and Language Pathology Master of Science in Exceptional Student Education Master of Science in Counseling Teaching English to Speakers of Other Languages (TESOL) Business Administration in Healthcare Management Doctor of Philosophy (Ph.D.) in Human Services
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Program Director:

Dr. Lizzette Roman, SLPD, CCC-SLP

(305) 593-1223, ext. 3261 [email protected] 2173 NW 99th Ave Miami, FL 33172-2209

Important Documents:

• Student Achievement Data (Miami Program)
• MSLP Strategic Plan 2023-2025
• Course Descriptions For The Master Of Science In Speech and Language Pathology

Program Highlights

• The program is offered Distance Education (online and hybrid modality).
• This program offers a curriculum that focuses on communication disorders across various age groups and adheres to the guidelines established by the American Speech-Language-Hearing Association (ASHA).
• The program provides students with clinical exposure to work with clients and hands-on experience under the supervision of a certified speech-language pathologist.
• The student attends 2 weeks (separate weeks) in-person/on-campus for hands-on labs.
• Some courses and learning materials are offered online, allowing the student to study at their own pace and according to their personal schedules.
• The MS-SLP program includes online classrooms, multimedia materials, interactive modules, and discussion boards. These platforms facilitate engagement with course content and provide opportunities for collaborative learning and interaction with faculty and peers.
• The M.S. programs in Speech-Language Pathology distance education cover a wide range of topics essential to the field. The curriculum includes coursework in speech and language development, communication disorders, assessment and diagnosis, therapeutic techniques, research methods, and professional ethics. The program ensures that students receive a comprehensive education that prepares them for clinical practice.
• The program incorporates clinical practicum experiences to provide hands-on training. These practicums are typically arranged in local healthcare facilities or educational settings, allowing students to gain practical experience in diagnosing and treating individuals with communication disorders.
• The distance education program strives to maintain strong faculty-student interactions despite the physical separation. The program offers a strong mentoring program. Students can communicate with faculty members through various means, such as email, discussion boards, online office hours, or videoconferencing. Faculty members provide guidance, feedback, and support throughout the program, ensuring that students receive personalized attention.
• The M.S. program in Speech-Language Pathology distance education is designed to meet the educational requirements for licensure and certification as a speech-language pathologist. The program provides the necessary coursework and clinical experiences to fulfill these requirements.
• All courses incorporate aspects of multicultural perspectives and activities.
• The program incorporates simulated cases or standardized patients to teach clinical decision-making.

Choosing the right university matters.

Admission requirements

• A bachelor’s degree from an accredited institution.
• A cumulative undergraduate or graduate transfer grade point average (GPA) of 3.0 or higher on a 4.0 scale or a minimum CGPA from a bachelor’s degree of 2.50, but with a minimum grade point average of 3.00 in specialty or concentration courses. If the candidate has earned a master’s degree, a master’s CGPA of 3.00 can be considered.
• Three (3) letters of recommendation, preferably from past professors (in accordance with the  AU format ).
• Current curriculum vitae that summarizes the applicant’s credentials.
• Prerequisite coursework:

Students must have completed with a grade of “C” or higher the following prerequisites either at the undergraduate or graduate level:

• Physics/Physical Science/Chemistry
• Biology/Biological Science/Human Anatomy & Physiology/Human Genetics/ Neuroanatomy & Neurophysiology

Students must have completed with a grade of “B” or higher the following prerequisites either at the undergraduate or graduate level:

• Human Growth and Development/Child Psychology
• Professional Writing or English Composition 1 & 2. All students must complete the APA Style Workshop at Albizu University before initiating the program.
• Introduction to Communication Disorders
• Acoustic and Psychoacoustic Aspects of Sound/Hearing & Speech Science
• An interview with two faculty members from the MS in Speech and Language Pathology program.
• A statement of purpose (to be completed online on the day of the interview). It must provide a clear indication of the applicant’s interest in the field, and short- and long-term career goals, and demonstrate the applicant’s writing and communication abilities.
• A writing sample of an article critique (to be completed online on the day of the interview) that is indicative of the applicant’s critical thinking, writing, and communication abilities.

Program Accreditations

The Master of Science (MS) education program in speech-language pathology (Residential and Distance Education) at Albizu University, Miami Campus is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association, 2200 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700.

https://www.asha.org/eweb/ashadynamicpage.aspx?site=ashacms&webcode=caalisting&caacat=all

Albizu University (Carlos Albizu University, Inc.) is regionally accredited by the Middle States Commission on Higher Education (MSCHE) and licensed by the Commission for Independent Education of the Florida Department of Education. The PsyD in Clinical Psychology program is accredited by the American Psychological Association (APA). Albizu University does not discriminate on the basis of race, color, ethnicity, national origin, religion, sex, sexual orientation, gender expression, age, height, weight, physical or mental ability, veteran status, military obligations, and marital status.

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Speech-Language Pathology Assistant / 2024-2025

Job posting for speech-language pathology assistant / 2024-2025 at cypress-fairbanks independent school district.

QUALIFICATIONS:

• Bachelor’s Degree with an emphasis in Speech-Language Pathology from a recognized, accredited college or university; or 24 semester hours in speech-language pathology
• Professional licensure as a Speech-Language Pathology Assistant issued by the State Board for Speech-Language Pathology and Audiology
• Strong organizational, communication and interpersonal skills
• Knowledge of habilitation and rehabilitation of speech-language disorders and conditions
• Ability to implement speech-language therapy to treat communication disorders
• Strongly preferred : Current or confirmed future enrollment into an accredited graduate program for Communication Sciences and Disorders

TERMS OF EMPLOYMENT:

Probationary/Term Contract: 187 days

Pay Grade T60 (Teacher Classification) as approved by the Board of Trustees

ESSENTIAL FUNCTIONS:

• Following initial diagnostic by the licensed SLP supervisor, complete specific tasks under the supervision of the licensed SLP.
• Plan and provide appropriate individual and group therapy to students consistent with speech and language goals contained in the Individualized Education Plans (IEP) designed by the licensed SLP supervisor.
• Participate in the Admission, Review and Dismissal (ARD) Committee, as appropriate as a licensed SLP-Assistant, to present speech and language goals that have been developed by the licensed SLP supervisor.
• Collaborate with classroom teachers to provide carry-over activities to improve communication skills of students.
• Collect and maintain data about student performance.
• Prepare therapy materials.
• Compile, maintain and file all physical and computerized reports, records and other required documents.
• Comply with policies established by federal and state laws, State Board of Education rule and board policy.
• Maintain confidentiality.

WORKING CONDITIONS:

Mental Demands/Physical Demands/Environmental Factors:

• Tools/Equipment Used : Personal computer and peripherals; standard instructional equipment; m ust be willing to obtain and maintain a current automated external defibrillator (AED) and CPR certificate]
• Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking
• Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move text books and classroom equipment
• Environment: Work inside, may work outside; regular exposure to noise
• Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours

APPLICATION INFORMATION:

Applications will be reviewed

Not all applicants will be interviewed

Hiring Managers may choose to email you regarding this application. Please monitor your email regularly for any communication.

http://www.cfisd.net/en/job-seekers/why-cfisd/teacher-hiring-schedule/

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