ArticleThe South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings2025
South African Speech-Language Therapy and Audiology students' experiences of academic and clinical curriculum transformation.
Article in The South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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2 citing papers in PubMed.
- Views and reported practices of South African speech-language therapy and audiology undergraduate students on linguistic and cultural integration in training.BMC medical education · 2026Article
- South African undergraduate students' perceptions of clinical supervision in speech-language therapy.The South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings · 2026Article
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Abstract
backgroundSouth African Speech-Language Therapy and Audiology (SLH) programmes historically followed Western frameworks, often lacking in cultural and linguistic relevance to the local context. SLH curricula and clinical training continue to face challenges in aligning with South Africa's diverse population and healthcare needs.
objectivesTo investigate South African undergraduate SLH students' experiences of transformation in the curriculum and clinical service provision.
methodA cross-sectional survey design was employed on students from four South African universities. Data were collected through an online questionnaire. Quantitative data were analysed using descriptive and inferential statistics, while thematic analysis was conducted on qualitative responses.
resultsFindings revealed that most students perceived limited cultural and linguistic relevance in the SLH curriculum, with 60% indicating insufficient Afrocentric content and South African language integration. Students reported feeling underprepared for working with diverse linguistic groups, citing a lack of appropriate resources and limited training in cultural competence. Students proficient in an indigenous language reported higher confidence levels in clinical interactions. Qualitative themes included lack of representation in curriculum content, insufficient cultural competence training and desire for indigenous knowledge and Afrocentric approaches.
conclusionThe study highlights critical gaps in SLH education in South Africa, particularly in the inclusion of culturally and linguistically relevant training. Recommendations include integrating Afrocentric content, indigenous language modules and practical training for working in diverse clinical settings.Contribution: This study contributes to the discourse on decolonising SLH education in South Africa, offering evidence-based recommendations to align training with the country's diverse sociocultural and linguistic realities.
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