Needs Analysis of Genetics and Genomics in Communication Sciences and Its Disorders: Evidence for Change
type: CreativeWork
description: Purpose: Signaled by the completion of the Human Genome Project in 2003, rapid and escalating discovery in genome science has initiated a paradigm shift in education training and healthcare practices. This shift has required healthcare educators and professionals to possess a level of genetic and genomic literacy and competency. The current study was designed to survey the current state of the perceptions of genetics and genomics in educational and clinical practices within the field speech-language pathology. Method: Seventy-five program directors of degree programs and 265 speech-language pathologists participated in two web-based surveys. Results: Program directors and speech-language pathologist reported to be aware of recent genetic and genomic advancements in speech-language pathology. Ninety-six percent of program directors expected graduated students to demonstrate competency in genetic and genomic related clinical services. Thirty-six percent of program directors reported graduated students were prepared to understand genetics. Seventy-three percent of speech-language pathology programs offered genetic content in their curricula. In comparison, eighty-three percent of speech-language pathologists reported performing genetic related services within their clinical practices. Less than half of respondents reported confidence in performing clinical services. Speech-language pathologists reported minimal to no knowledge of at least 85% of genetic or genomic principles related to speech-language pathology. Sixty-three percent of speech-language pathologists reported their degree-training program had not prepared them to understand genomics in speech-language pathology. Results of a needs index revealed discrepancies between perceptions of speech-language pathologist's performed clinical services and program director's expected competencies, and between level of perceived preparedness and perceived knowledge. Thematic analysis across perceptions, course content, e…
abstract: Purpose: Signaled by the completion of the Human Genome Project in 2003, rapid and escalating discovery in genome science has initiated a paradigm shift in education training and healthcare practices. This shift has required healthcare educators and professionals to possess a level of genetic and genomic literacy and competency. The current study was designed to survey the current state of the perceptions of genetics and genomics in educational and clinical practices within the field speech-language pathology. Method: Seventy-five program directors of degree programs and 265 speech-language pathologists participated in two web-based surveys. Results: Program directors and speech-language pathologist reported to be aware of recent genetic and genomic advancements in speech-language pathology. Ninety-six percent of program directors expected graduated students to demonstrate competency in genetic and genomic related clinical services. Thirty-six percent of program directors reported graduated students were prepared to understand genetics. Seventy-three percent of speech-language pathology programs offered genetic content in their curricula. In comparison, eighty-three percent of speech-language pathologists reported performing genetic related services within their clinical practices. Less than half of respondents reported confidence in performing clinical services. Speech-language pathologists reported minimal to no knowledge of at least 85% of genetic or genomic principles related to speech-language pathology. Sixty-three percent of speech-language pathologists reported their degree-training program had not prepared them to understand genomics in speech-language pathology. Results of a needs index revealed discrepancies between perceptions of speech-language pathologist's performed clinical services and program director's expected competencies, and between level of perceived preparedness and perceived knowledge. Thematic analysis across perceptions, course content, e…
author: Leblanc, Etoile M.
language: English
keywords: Speech therapy, Genetics
date published: 2012
date modified: 2026-07-24T01:44:20Z
provider: Columbia University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Columbia University

PropertyValue
property ID: DOI
value: 10.7916/D81Z4BHC