ASHA-certified speech-language pathologists

This study explored the types and uses of informal, on-the-job learning occurring among American Speech-Language-Hearing (ASHA)-certified Speech-Language Pathologists (SLPs) working in medical settings as part of a rehabilitation team. In addressing this purpose, a qualitative, phenomenological approach to research methodology was used. Participants were selected through a process of purposeful sampling, each meeting the criteria of having earned the Certificate of Clinical Competence in Speech-Language Pathology from ASHA and working in a medical setting as part of a rehabilitation team. Twenty-four SLPs from varying demographic profiles took part in one of three online data collection methods. Nine participants completed a computer-mediated interview, 11 participants completed an online journal entry and 4 participants completed a virtual focus group method. All data collection methods were accomplished via internet technologies. Data analysis was performed through a process of thematic analysis and resulted in four significant findings. First, both internal and external forces triggered SLPs to learn informally in the medical workplace. Also, SLPs went through an individually-determined, goal-directed process when learning informally in the medical workplace. SLPs used a combination of collaboration, workplace experience and research to learn informally in the medical workplace. And finally, SLPs employed informal learning activities for the purpose of meeting personal, patient and organizational needs.