The impact of the Visiting Aphasia Scheme (VAS) on the learning experience of speech and language therapy students

Background: Conversation Partner Schemes, an intervention for individuals with aphasia influenced by the social model of disability, are now a key component of speech and language therapy student training. The impact of such schemes on the student learning experience requires further investigation.
Objectives:
1. To explore the student learning experience of the Visiting Aphasia Scheme (VAS).
2. To evaluate student attitudes using the Interaction with Disabled Person’s Scale (IDPS).
Method: Twenty-nine first year speech and language therapy students were recruited. Students completed a questionnaire pre (n=29) and post (n=28) VAS which aimed to gather participants’ knowledge of aphasia and also consisted of the IDPS. In addition, eight students participated in focus groups which aimed to explore the student learning experience of the VAS.
Results: Thematic analysis of the student learning experience of the VAS revealed four main themes; 1. Experience Shaping Attitudes, 2. Role and Logistics of Educational Experience, 3. Communicating with Conversation Partner, and 4. Professional Development and Role of Self. A paired samples t-test showed there was a statistically significant difference between the pre- and post- VAS IDPS data (Sig. (2 tailed) 0.049) indicating a change in attitude of students. Overall, basic knowledge of aphasia increased.
Conclusion: The VAS may provide an opportunity for professional development and learning of students, and may influence positive attitude change for interacting with individuals with disabilities. Generalisation of the results is limited due to sample size and sampling. Future research should involve a larger sample size and samples from other universities for a wider representation of learning experiences.