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dc.contributor.authorBogart, Elise
dc.contributor.authorSteel, Joanne
dc.contributor.authorPower, Emma
dc.contributor.authorBrunner, Melissa
dc.contributor.authorTran, Sarah
dc.contributor.authorFromm, Davida
dc.contributor.authorMacWhinney, Brian
dc.contributor.authorTogher, Leanne
dc.date.accessioned2025-02-03T00:29:00Z
dc.date.available2025-02-03T00:29:00Z
dc.date.issued2025en_AU
dc.identifier.urihttps://hdl.handle.net/2123/33578
dc.description.abstractCognitive-communication disorders are highly prevalent after traumatic brain injury and have significant impacts on rehabilitation outcomes. TBIBank Grand Rounds was developed as an online multimedia resource to support clinical education about cognitive-communication disorders. The objective of this study was to survey speech pathology educators to establish their views towards TBIBank Grand Rounds. Method. An online survey with 37 items was distributed internationally to obtain a cross-section of international educators. The survey consisted of five sections covering (1) participant details; (2) awareness, interest, and use; (3) interface design and delivery; (4) content; and (5) overall impressions. The question formats included yes/no questions, multiple choice options, rating scales, and free text questions. Survey responses were analysed descriptively, with free text supporting interpretation. Results. Twenty-five participants completed the online survey. Overall, most users agreed that the design and content of TBIBank Grand Rounds met their needs for supporting education about cognitive-communication disorders. The survey identified high interest but limited prior awareness of the resource. Survey respondents identified useful directions for updates, future enhancements, and dissemination of TBIBank Grand Rounds. Conclusions. Incorporating feedback from educators has identified priorities for future enhancements, such as improving cultural diversity. High interest and positive feedback indicate that the TBIBank Grand Rounds is a valuable resource for education about cognitive-communication disorders. However, limited awareness internationally suggests the need for improved dissemination. Enhancing speech pathologists’ knowledge about cognitive-communication disorders after TBI may lead to improved clinical care and outcomes.en_AU
dc.language.isoenen_AU
dc.publisherCSIRO publishingen_AU
dc.relation.ispartofBrain Impairmenten_AU
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0en_AU
dc.subjectassessmenten_AU
dc.subjectcognitionen_AU
dc.subjectcognitive-communicationen_AU
dc.subjecteducationen_AU
dc.subjectevidence-based practiceen_AU
dc.subjectlanguageen_AU
dc.subjectspeech pathologyen_AU
dc.subjectsurveyen_AU
dc.subjectteachingen_AU
dc.subjecttraumatic brain injuryen_AU
dc.subjecttreatmenten_AU
dc.titleViews of speech pathology educators on a learning resource for cognitive-communication disorders: a user survey of TBIBank Grand Roundsen_AU
dc.typeArticleen_AU
dc.identifier.doi10.1071/IB24081
dc.type.pubtypePublisher's versionen_AU
dc.relation.nhmrc632681
dc.relation.otherDC008524
usyd.facultySeS faculties schools::Faculty of Medicine and Healthen_AU
usyd.departmentSpeech pathalogyen_AU
usyd.citation.volume26en_AU
usyd.citation.issue1en_AU
usyd.citation.spage1en_AU
usyd.citation.epage10en_AU
workflow.metadata.onlyNoen_AU


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