Developing Perspective: How Study Abroad Helped Future Speech Therapists Understand Dementia Care

What is it about?

This study explored how speech-language pathology students experienced a short-term study abroad program that focused on how different communities include and support people living with dementia. Researchers analyzed student interviews and reflection journals to gain an understanding of student views of this experience. Overall, this study shows that even programs lasting less than two weeks can offer powerful opportunities to learn, reflect, and prepare for future practice. Big take aways from students: 1. Students reported that they learned course concepts more deeply than in traditional classrooms. Hands-on activities, conversations, and real-world experiences made ideas “click.” 2. They gained cultural awareness by learning about the host countries and reflecting on their own culture. 3. Learning together through shared experiences was generally positive, though some troubling social conflict and bias surfaced. This highlights the need for instructors to guide group dynamics and foster inclusive learning environments. 4. Students also described personal and professional growth. They discussed feeling confident, independent, and ready to support people with dementia. Many reported greater wclinical self-efficacy and emphasized the importance of treating people as individuals rather than focusing only on their illness.

Why is it important?

This research shows that short-term study abroad courses infused into clinical training programs can enhance cultural awareness and transform how future speech-language pathologists see themselves, their clients, and their professional role. Students gained concrete clinical knowledge about dementia care while also developing empathy for individuals living with dementia and their care partners. They gained experience navigating cultural differences and social prejudice. Students discovered new personal strengths throughout this course. The hands-on training helped them move from feeling unprepared to serve people with dementia to feeling ready and empowered to do so. It also highlights the dual social impact of learning through shared experiences to both strengthen conceptual understanding but also to surface pre-existing biases that impact the group. By highlighting both the benefits and challenges of such programs, this study underscores how intentional course design can prepare future clinicians to deliver more person-centered, culturally responsive, and compassionate care.