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Interprofessional Practice in an International World: 2020 (WEBS1721707)

Course Description

First, Krishnan, Sundaram, Sreekumar, Thammaiah, and Mitra describe the development and execution of the Speech, Language, and Hearing Sciences in India service learning study abroad program. It includes the perspectives of the faculty leader from the United States and of the faculty and staff from the community partner organizations in India. In the next article, Ramkissoon and Pillay discuss service learning and audiology services in Africa. They highlight health professions engaging in service learning via international humanitarian health care or study abroad programs toward an improved sense of civic responsibility, an aspect that has been inadequately analyzed in hearing health care. Then, Gill, Peele, and Wainscott review the progress made in the treatment and education of persons with disabilities in Zambia, identifying barriers that have hindered change, initiatives that have facilitated positive changes, and initial steps toward the establishment of the profession of speech-language pathology. Despite the challenges of limited resources, understanding of disabilities, and cultural and social barriers, many policies have been adopted and laws passed to protect the rights of those with disabilities. Finally, ASHA Past President Elise Davis-McFarland concludes with a pivotal article, “Ethics in International Practice.” The author states that there is a lack of credible information on the number of people in Majority World countries who have communication and swallowing disorders, but there is evidence of a need for communication therapy services in those countries. She discusses the requirements for the exercise of autonomy, beneficence, nonmaleficence, and justice in international practices as well as considering the relationship between cultural authenticity and ethically provided services. The author also reviews the codes of ethics of several Majority World and Minority World speech-language therapy associations and their requirements for the ethical practices that must be adhered to beyond their members’ national borders.

Learning Outcomes
You will be able to:

  • list the steps of a service-learning program that occurred with students from a U.S. program in India
  • state which health professions typically engage in service learning via international humanitarian health-care ventures
  • explain the potential benefit of providing speech and language services in Zambia, highlighting the need for the country to develop speech and language training programs
  • list the differences between cultural authenticity and ethically provided services in a global community

Assessment Type
Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

Articles in This Course

  1. Preparing, Planning, and Executing a Successful Short-Term Study Abroad Program: A Case Study—Speech, Language, and Hearing Sciences in India by Lata A. Krishnan, Saumya Sundaram, Sita Sreekumar, Spoorthi Thammaiah, and Gita Mitra, published in SIG 17, Volume 5, Issue 4, August 17, 2020
  2. Civic Responsibility and Global Health Care: Audiology Service Learning in Africa by Mershen Pillay and Ishara Ramkissoon, published in SIG 17, Volume 5, Issue 4, August 17, 2020
  3. Progress in Education of Children With Disabilities in Zambia by Muchinka Mbewe Peele, Cindy Gill, and Sarah Wainscotta, published in SIG 17, Volume 5, Issue 6
  4. Ethics in International Practice by Elise Davis-McFarland, published in SIG 17, Volume 5, Issue 6
Subscribers Ratings
PDH: 3
ASHA CEU*: 0.3
Item #(s): WEBS1721707
Available Through: November 15, 2023