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Creating sustainable services: Minority world SLPs in majority world contexts

www.speechpathologyaustralia.org.au

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.

T

here 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