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by Lee Ann C. Golper
At the Speech-Language Pathology Education Summit, a panel of presenters—Emily Homer, Judy Rudebusch, and Lee Ann Golper—were asked to create a picture of the clinician of the future. The panel offered thoughts on the knowledge, skills, and attitudes that should lead to successful careers today and in the future.
Scientific Knowledge
- A solid foundation of the basic sciences that support an understanding of communication disorders and dysphagia, including anatomy, audition and perception of sound, language development, linguistics and phonetics, neuroanatomy and neuroscience, language and literacy, psycholinguistics and cognition, and speech science (acoustics, physiology of speech)
- Additional foundations in genetics; physiology of respiration, nutrition, and hydration; human growth, development, and learning; molecular, cellular, and developmental biology from gestation to old age; organismic biology; and computer science and laboratory technologies
Clinical Knowledge
- Experience in preventing, identifying, diagnosing, and managing the full gamut of communication and swallowing disorders across ages and work settings
- Proficiency in the methods, technical procedures, and instruments used in diagnosis and treatment of communication and swallowing disorders
- Knowledge of the current theories and skills in the application of behavioral science
- Proficiency in setting educationally relevant and functional goals and knowledge of how to make changes in these plans
- Proficiency in writing succinct and clear Individualized Education Plans, treatment plans, and other documentation (such as progress notes)
- Understanding of eligibility, coding, billing, reimbursement, and other concerns affecting access to and coverage for services
- Understanding of regulatory policies that affect our practices (Health Insurance Portability and Accountability Act, Medicare, Individuals with Disabilities Education Act, and the No Child Left Behind Act), facility compliance and risk management programs, and the dictates of our professional Code of Ethics
Communication and Research Skills
- Skill in interviewing, counseling, and explaining abstract notions about communication processes to clients and families
- Knowledge of cultural and linguistic diversity and know how to respond appropriately when clients or families do not speak English or represent a different culture
- Ability to speak more than one language—including, preferably, Spanish
- Understanding of the psychodynamics of family systems and how to use family-centered and family-supported intervention
- Experience working on interdisciplinary and multidisciplinary teams
- Ability to make effective professional presentations (reporting research, leading meetings, or presenting case reports)
- Ability to use research to guide practice
- Working knowledge of statistics, research design, and research ethics
- Ability to judge the merit of research and analyze publications and presentations
- Ability to conduct literature searches and access available systematic reviews
Professionalism and Attitudes
- Compassion for individuals with disabilities
- Objectivity and professionalism
- Scientific attitude and critical-thinking skills
- Desire to ask questions and seek new knowledge
- Comfort with technologies and the desire to seek ways to apply and adapt them to our work
- Ability to be creative and innovative, while remaining comfortable with following rules and complying with standards
- Ability to problem-solve independently, accept ambiguity, seek critical feedback, and adapt to change
- Demonstration of curiosity, self-motivation, and self-awareness
- Ability to think on their feet, respond quickly, speak articulately, and write cogently and efficiently
- Ability to express a logical argument and advocate for themselves and their clients
- Leadership and collaboration abilities
- Strong work ethic
- Understanding of business practices, including legal and financial matters, and how individual actions contribute to the financial success of the organization
The future of our profession relies on attracting and educating clinicians who bring a career-oriented attitude and appreciate that a graduate degree, the ASHA Certificate of Clinical Competence, teacher certification, and state license provide the privilege of entry into a profession, and not just a ticket to a job.
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