RESUMEN
A Conversation Partner Scheme (CPS) can provide an opportunity for students to learn about acquired communication disorders, develop skills to support adults in conversations and reflect on their personal attitudes about communication disability. It can also enhance communication, facilitate social inclusion and participation and increase well-being for CPS partners with acquired communication disabilities. The format of a CPS generally includes conversation-training workshops followed by face-to-face supported conversations. The COVID-19 pandemic and associated public health guidance necessitated the transition of all components of the scheme (training and conversations) to an online format. The aim of this case study was to investigate the feasibility of an online CPS and explore the participants' experience of this format. A case study design was undertaken with feasibility objectives examining Implementation, Practicality, Adaption, Integration and Acceptability of the online CPS. Data was gathered from students using questionnaires. Online semi-structured interviews were carried out with seven persons with aphasia (PwA) who participated as CPS partners. Technical challenges, duration of conversations and topics of conversations were also recorded. Twenty-seven speech and language therapy students and 14 CPS partners took part in the CPS. Eighty-five online conversation sessions were carried out. All seven PwA and many of the students (87.5%) perceived an online format as suitable for CPS conversations. However, many students highlighted the value of in-person contact and reported that the online format constrained the use of some communication ramps. The PwA repeatedly commended their student conversation partners and noted the CPS provided an opportunity for increased social interaction during the public health restrictions. The online CPS provided a timely opportunity for students to practice supported communication skills and was perceived to be important for student training and communication skills development.
RESUMEN
Purpose: The global pandemic has significantly disrupted clinical practice and health professional education. In this commentary article, we describe our experiences from the perspectives of a student, a practice educator, and a lecturer in the Republic of Ireland as we adapted to online clinical practice, teaching, and learning. We outline the challenges as well as the shared learning that we experienced during this time of significant change. Conclusions: The global pandemic has necessitated a significant change in practice and health education. Our struggles and successes during this challenging time have highlighted the importance of relationships and peer support in professional education and practice. Going forward, we must find a new balance in order to optimize in-person and online interactions as we attempt to navigate a post-COVID educational environment.