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support of both RTRC and the Department of Human Communication Sciences at LTU. Future directions Research is required to evaluate the benefits of the workshops from the perspectives of students and educators who have a communication disability. Although student feedback has been very positive, stronger evidence is needed to support this as an effective approach to student learning. Direct observation or more detailed conversation analysis of students communicating with people with a communication disability before and after the workshop would be ways to demonstrate the impact of the training on SLP student skill development. Secondary outcomes in terms of the impact of the training on educators with communication disabilities could be explored qualitatively through in-depth interviews. It would also be very beneficial if SCA™ training was more accessible to SLPs in Australia, ideally through the development of Australian-based training resources and access to local trainers. More research and improvements in the accessibility of SCA™ training would provide opportunities for such workshops to be incorporated into other SLP and allied health courses. Conclusion The CPT workshop for SLP students focuses on the development of the knowledge, confidence and communication skills that are required to effectively communicate with adults with communication disabilities. As universities and clinicians strive for best practice, this form of teaching SLP students is supported by a growing body of literature advocating the value of CPT and experiential learning for training students. The workshop provides a number of benefits from the perspective of the SLP students, people with communication disabilities, RTRC SLPs and LTU Clinical Education. While there are challenges in providing the workshops and further research is needed to understand the effects of CPT on both student SLPs and people with communication disabilities, our experience suggests that CPT for SLP students has great potential for developing the skills that are needed for their clinical placements and as clinicians of the future. References The Aphasia Institute. (2013). Health care professionals . Retrieved 5 March 2013 from http://www.aphasia.ca/ health-care-professionals/ai-training/ Avent, J., Patterson, J., Lu, A., & Small, K. (2009). Reciprocal scaffolding treatment: A person with aphasia as a clinical teacher. Aphasiology , 23 (1), 110–119. Best, D., Rose, M., & Edwards, H. (2005). Learning about learning. In M. Rose & D. Best (Eds.), Transforming practice through clinical education, professional supervision and mentoring (pp. 121–142). Sydney: Churchill Livingstone Elsevier. Burns, M. I., Baylor, C. R., Morris, M. A., McNalley, T. E., & Yorkston, K. M. (2012). Training healthcare providers in patient–provider communication: What speech- language pathology and medical education can learn from one another. Aphasiology , 26 (5), 673–688. doi: 10.1080/02687038.2012.676864 Chapey, R., Duchan, J., Elman, R., Garcia, L., Kagan, A., Lyon, J., & Simmons Mackie, N. (2008). Life participation approach to aphasia: A statement of values for the future. In R. Chapey (Ed.), Language intervention strategies in

aphasia and related neurogenic communication disorders (5th ed., pp. 279–289). Philadelphia PA: Lippincott Williams & Wilkins. Cherney, L. R., Simmons-Mackie, N., Raymer, A., Armstrong, E., & Holland, A. (2013). Systematic review of communication partner training in aphasia: Methodological quality. International Journal of Speech-Language Pathology . doi: 10.3109/17549507.2013.763289 Kagan, A., Black, S., Duchan, J., Simmons-Mackie, N., & Square, P. (2001). Training volunteers as conversation partners using “supported conversation with adults with aphasia” (SCA): A controlled trial. Journal of Speech, Language, and Hearing Research , 44 , 624–638. Kagan, A., & Gailey, G. (1993). Functional is not enough: Training conversation partners for aphasic adults. In A. Holland & M. Forbes (Eds.), Aphasia treatment: World perspectives (pp. 199–225). San Diego, CA: Singular Publishing Group. Kagan, A., Simmons-Mackie, N., Rowland, A., Huijbregts, M., Shumway, E., McEwen, S., … Sharp, S. (2008). Counting what counts: A framework for capturing real-life outcomes of aphasia intervention. Aphasiology , 22 (3), 258–280. Le Var, R. M. (2002). Patient involvement in education for enhanced quality of care. International Nursing Review , 49 (4), 219–225. Mann, K., Gordon, J., & McLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advances in Health Sciences Education , 14 , 595–621. Parr, S., & Byng, S. (1998). Breaking new ground on familiar territory: A comment on “Supported conversations for adults with aphasia” by Aura Kagan. Aphasiology , 12 (9), 847–850. QUOTA. (2013). QUOTA SPAS Scholarship . Retrieved 14 February 2013 from http://www.quotaspas.org.au/ Simmons-Mackie, N., Raymer, A., Armstrong, E., Holland, A., & Cherney, L. (2010). Communication partner training in aphasia: A systematic review. Archives of Physical Medicine and Rehabilitation , 91 , 1814–1837. Welsh, D., & Szabo, G. (2011). Teaching nursing assistant students about aphasia and communication. Seminars in Speech and Language , 32 (3), 243–253. World Health Organization. (2001). International classification of functioning, disability and health . Geneva: Author. Louise Wilkinson is co-manager at the Speech Pathology Department at the Royal Talbot Rehabilitation Centre, Austin Health, in Melbourne, and facilitator of communication skills workshops. Tracy Sheldrick is a senior speech pathologist at the Royal Talbot Speech Pathology Department, and facilitator of communication skills workshops. Robyn O’Halloran is a lecturer in the Department of Human Communication Sciences and a postdoctoral fellow in the Centre for Clinical Research Excellence in Aphasia Rehabilitation, La Trobe University. Rachel Davenport is a clinical education coordinator and lecturer in the Department of Human Communication Sciences, La Trobe University. Correspondence to: Louise Wilkinson Co-Manager, Royal Talbot Speech Pathology Department 1 Yarra Boulevard Kew 3101, Vic. phone: +61 (0)3 9490 7584

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Journal of Clinical Practice in Speech-Language Pathology