Examining How U.S.-Educated Students Navigate International Clinical Practice in Audiology and Speech-Language Pathology

The current qualitative study aimed to explore the experiences and challenges reported by United States (U.S.)-educated international clinicians practicing outside of the U.S. upon graduate degree completion. Identification of strategies for international practice was sought. Nine participants, incl...

Full description

Saved in:
Bibliographic Details
Published in:American journal of speech-language pathology Vol. 34; no. 3; p. 1135
Main Authors: Abdalla, Fauzia, Ramkissoon, Ishara, Ghali, Samantha, McNeilly, Lemmietta
Format: Journal Article
Language:English
Published: United States 06.05.2025
Subjects:
Adult
Attitude of Health Personnel
Audiologists - education
Audiologists - psychology
Audiology - education
Female
Foreign Professional Personnel - education
Foreign Professional Personnel - psychology
Humans
Male
Professional Autonomy
Qualitative Research
Speech-Language Pathology - education
United States
United States
ISSN:1558-9110, 1558-9110
Online Access:Get more information
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The current qualitative study aimed to explore the experiences and challenges reported by United States (U.S.)-educated international clinicians practicing outside of the U.S. upon graduate degree completion. Identification of strategies for international practice was sought. Nine participants, including seven speech-language pathologists (six women, one man) and two male audiologists practicing in 10 countries, were interviewed. Content analysis was used to systematically structure interview data, and a phenomenological orientation with qualitative analyses was adopted to explore the value and significance of the international practitioners' experiences. Data analysis revealed three overarching themes that emphasized the influence of local context on clinical practice, professional autonomy, and navigating strategies for professional success. These thematic results were supported by several subthemes addressing a range of topics, such as evidence-based practice, colonialism, encroachment, resilience, and self-care. Analysis and interpretation of themes led to specific outcomes, including (a) suggestions for curricular and clinical changes within graduate programs, (b) optimal personal skills and strategies professionals utilize to achieve success during international engagements, and (c) recommendations for universities and professional organizations to enhance graduate personnel preparation of clinicians. Study implications offered recommendations that graduate programs and professional organizations could use to optimize the preparation of the audiology and speech-language pathology workforce internationally. The implications include advising, mentoring, curriculum, service provision coaching, clinical placement, and alumni relations that benefit international graduate degree candidates, departments, and universities. Insights from this study are an invaluable resource for academicians and future graduate students planning to work internationally.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1558-9110
1558-9110
DOI:10.1044/2024_AJSLP-24-00127