JCPSLP Vol 18 No 3 2016

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Creating sustainable services: Minority world SLPs in majority world contexts
JCPSLP Volume 18, Number 3 2016 137
KEYWORDS
DOOHICHE
GLOBAL
INTERNATIONAL
PEOPLE WITH
COMMUNICA-
TION DIFFICULTY
SPEECH-
LANGUAGE
PATHOLOGY
THIS ARTICLE
HAS BEEN
PEER-
REVIEWED
Abbie Olszewski
(top) and Erica
Frank
capacity and increased focus on improving knowledge,
local evidence, and research. Although these models have
built local speech-language pathology capacity in their
respective countries, current models are limited in their
ability to scale up, be accessible to a wide range of
individuals, be affordable, be accessible, be sustainable,
and to provide a wide scope of course offerings.
New solution
At NextGenU, we have developed an innovative clinical
speech-language pathology training program model
grounded in the workforce capacity-building framework to
address current model limitations (Goldberg & Bryant,
2012; Somerville et al., 2015). This model is called a
Democratically Open, Outstanding Hybrid of Internet-aided,
Computer-aided, and Human-aided Education
(DOOHICHE, pronounced “doohickey”). NextGenU offers
these courses to any organisation (e.g., universities,
hospitals, ministries) requiring access to content training in
speech-language pathology (Goldberg & Bryant, 2012)
through the DOOHICHE model, which allows training of
groups (e.g., in a flipped classroom) or of individuals.
Individual training is important, as individuals are
foundational to building capacity in an organisation
(Goldberg & Bryant, 2012). Once proficient, these well-
trained individuals can function as local mentors and train
additional students in their communities – the “human-
aided” component.
The goal of the NextGenU speech-language pathology
program is to give interested learners around the world
practical and intellectual competencies to serve PWCD,
and to empower these students to understand how these
issues are addressed in their country, while interacting with
a local and global community of peers and mentors to build
a community of professionals who work with individuals
with communicative disorders.
Pros and cons
The DOOHICHE model has the potential to be accessible
and affordable to a larger number of students than current
training models. The training courses are offered in 103
languages through Google Translate; hence, it is
conceivable that it will reach a sizable number of students
throughout the world. Although the courses are offered in a
multitude of languages, translation of the content of the
website through Google Translate may not be accurate.
Because the courses are offered through the Internet,
There is a lack of qualified speech-language
pathology service providers to serve persons
with communication difficulties globally. This
paper discusses current speech-language
pathology training models in countries across
continents and the limitations of these
models. We propose a new training model
called the Democratically Open, Outstanding
Hybrid of Internet-aided, Computer-aided,
and Human-aided Education (DOOHICHE),
which can be implemented in any country.
The pros and cons of the DOOHICHE model
are critically examined. Lastly, the future
direction of the DOOHICHE model is
discussed.
There is a documented and substantial shortage
of speech-language pathologists (SLPs) globally,
including countries as diverse as Australia (Lowell,
2013), Fiji (Hopf, 2014), Ghana (Wylie, McAllister, Davidson,
& Marshall, 2013), Malaysia (Ahmad, Ibrahim, Othman, &
Vong, 2013), and South Africa (Weddington, 2002). Training
future SLPs who can diagnose and treat persons with
communication difficulties (PWCD) is widely recognised as
important, given the ability to communicate effectively is a
human right (Global Campaign for Free Expression, 2003;
International Communication Project, n.d.; NJCCNPSD,
1992). However, building SLP capacity is difficult because it
necessitates training in both content knowledge and clinical
skills, often requiring skilled mentors to work individually or
in small groups with SLPs who are in training.
Current solutions
Experts across the globe have begun to address the
challenges of knowledge transfer and exchange to better
serve PWCD (e.g., Ahmad et al., 2013; Cheng, 2013;
Crowley et al., 2013). Cheng (2013) identified three models
used in China: networking in close proximity, collaborating
among different regions, and the use of technology.
Working in Ghana, Crowley and colleagues (2013) used a
biopsychosocial model, utilising interpreters to gather and
share information to assess needs and make
recommendations, delivering professional development,
and collaborating with specialised teams. In Malaysia,
Ahmad and colleagues (2013) developed local professional
Building speech-language
pathology capacity
and colleagues across
continents
Abbie Olszewski and Erica Frank