Revista CEFAC
https://revistacefac.org.br/article/doi/10.1590/1982-0216/20252714924
Revista CEFAC
Original Articles

Professional identity of speech-language-hearing pathologists in Chile

Identidad profesional en fonoaudiólogos(as) que trabajan en Chile

Katherine Andrea Dinamarca-Aravena; Antonieta Herrera-Lillo; Marcelo Sandoval-Ramírez

http://dx.doi.org/10.1590/1982-0216/20252714924 Revista CEFAC, vol.27, n1, e4924, 2025
PDF English
PDF Español
SciELO
Downloads: 0
Views: 27

Abstract

Purpose: to analyze the professional identity of speech-language-hearing pathologists in Chile.

Methods: an exploratory qualitative study using semi-structured interviews with 14 speech-language-hearing pathologists with at least one year of work experience. Participants were selected by convenience to ensure diversity in their professional practice. The interviews, approximately 40 minutes long, were conducted, remotely, in 2021, addressing ethical aspects, professional roles, and theoretical knowledge. The data were analyzed thematically with ATLAS.ti using a constructivist approach.

Results: the results indicate a lack of consensus among interviewees regarding their professional identity. However, they all identify themselves as health professionals with a primarily rehabilitative role, although this is not entirely clear. The challenges are related to identifying opportunities in professional training to develop a professional identity that responds not only to their practice but also to the construction of an identity hallmark that connects them better with the work setting.

Conclusion: the professional identity of the participating speech-language-hearing pathologists is mostly limited to health, although diffuse and fragmented. Their perception tends to be self-centered, focused mainly on their work, with limited knowledge of other areas.

Keywords

Professional Role; Scope of Practice; Rehabilitation; Interdisciplinary Placement; Professional Competence

Resumen

Objetivo: analizar la identidad profesional de fonoaudiólogos(as) en Chile.

Métodos: este estudio cualitativo exploratorio utilizó entrevistas semiestructuradas a 14 fonoaudiólogos(as) con al menos un año de experiencia laboral. Los participantes fueron seleccionados por conveniencia para asegurar diversidad en su ejercicio profesional. Las entrevistas, de aproximadamente 40 minutos, se realizaron de forma remota en 2021, abordando aspectos éticos, rol profesional y conocimientos teóricos. Los datos fueron analizados temáticamente con Atlas Ti bajo un enfoque constructivista.

Resultados: los resultados indican una falta de consenso entre los entrevistados respecto a su identidad profesional. Sin embargo, todos se identifican como profesionales de la salud con un rol principalmente rehabilitador, aunque no del todo claro. Los desafíos se relacionan con identificar oportunidades en el ámbito de la formación profesional para desarrollar una identidad profesional que responda no solo al quehacer sino que además a la construcción de un sello identitario que le permita una mejor vinculación con el entorno laboral.

Conclusión: la identidad profesional de los(as) fonoaudiólogos(as) participantes se circunscribe mayormente al área de la salud, aunque de manera difusa y fragmentada. Su percepción tiende a ser egocéntrica, centrada principalmente en su propio quehacer, con un conocimiento limitado de otras áreas.

Palabras clave

Rol Profesional; Alcance de la Práctica; Rehabilitación; Prácticas Interdisciplinarias; Competencia Profesional

Referencias

1. Jackson D. Developing pre-professional identity in undergraduates through work-integrated learning. Higher Education. 2017;74(5):833-53. https://doi.org/10.1007/s10734-016-0080-2

2. Fellenz MR. Forming the professional self: Bildung and the ontological perspective on professional education and development. Educational Philosophy and Theory. 2016;48(3):267-83. https://doi.org/10.1080/00131857.2015.1006161

3. Gibson DM, Dollarhide CT, Moss JM. Professional identity development: A grounded theory of transformational tasks of new counselors. Counselor Education and Supervision. 2010;50(1):21-38. https://doi.org/10.1002/j.1556-6978.2010.tb00106.x

4. Binyamin G. Growing from dilemmas: Developing a professional identity through collaborative reflections on relational dilemmas. Adv in Health Sci Educ. 2018;23(1):43-60. https://doi.org/10.1007/s10459-017-9773-2 PMID:28352957.

5. Janke KK, Bloom TJ, Boyce EG, Johnson JL, Kopacek K, O'Sullivan TA et al. A pathway to professional identity formation: Report of the 2020-2021 AACP Student Affairs Standing Committee. Am J Pharm Educ. 2021;85(10):8714. https://doi.org/10.5688/ajpe8714 PMID: 34301578.

6. Biddle BJ. Role theory: Expectations, identities, and behaviors: Elsevier Science; 2013. https://doi.org/10.1016/B978-0-12-095950-1.X5001-1 (Perlego) (Oxford Academic)

7. Zárate Ortíz J. La identidad como construcción social desde la propuesta de Charles Taylor. EIDOS. 2014;23:117-34. https://doi.org/10.14482/eidos.23.189

8. Gonzalez Orozco P, Marín Uribe R, Soto Valenzuela M. La identidad profesional en estudiantes y docentes desde el contexto universitario. Ciencias de la Actividad Física UCM. 2019;20(1):1-14. https://doi.org/10.29035/rcaf.20.1.4

9. Bosch-Baliarda M. Fundamentos de la fonoaudiología. Editorial Médica Panamericana; 2019.

10. Herrera Lillo A, Sandoval Ramírez M. Identidad profesional y fonoaudiología: reflexiones y fundamentos prácticos. Editorial UVM; 2022.

11. Snell R, Fyfe S, Fyfe G, Blackwood D, Itsiopoulos C. Development of professional identity and professional socialisation in allied health students: A scoping review. Focus on Health Professional Education: A Multi-Professional Journal. 2020;21(1):29-56. https://doi.org/10.11157/fohpe.v21i1.322

12. O'Leary N, Cantillon P. Why shouldn't we do that on placement if we're doing it in the real world? Differences between undergraduate and graduate identities in speech and language therapy. Adv Health Sci Educ Theory Pract. 2020;25(4):781-97. https://doi.org/10.1007/s10459-019-09933-3 PMID: 31965354.

13. Stokes J. Speech and language therapy and professional identity: Challenging received wisdom. J & R Press Ltd G, UK, editor. 2015.

14. Subsecretaria de Educación Superior. Ofertas, aranceles y programas vigentes, Fonoaudiología [Webpage on the internet]. 2024 [Accessed 2024 jul 19]. Available at: https://mifuturo.cl/buscador-de-carreras/?tipo=carrera

15. Dinamarca-Aravena K. Professional training of health professionals to work in schools with school integration programmes in Chile: A mixed-methods analysis. Professional Development in Education. 2024;50(2):263-78. https://doi.org/10.1080/19415257.2023.2203721

16. Torres RA, Vega RY, Del Campo RM. Autorreflexión sobre el desempeño profesional del fonoaudiólogo(a) en el sector educativo: una aproximación a la construcción del rol. Revista Chilena de Fonoaudiología. 2015;14:103-117. https://doi.org/10.5354/rcdf.v14i0.37738

17. Del Campo M, Silva-Ríos A, Valdés J. Perspectivas y desafíos de los(as) fonoaudiólogos(as) en la actividad académica en Chile: una descripción preliminar. Revista Chilena de Fonoaudiología. 2019;18(1):1-10. https://doi.org/10.5354/0719-4692.2019.55330

18. Lobos Villatoro N, del Campo Rivas M, Silva-Rios A. Dominios de provisión de servicios en fonoaudiología y Atención Primaria de Salud a propósito de la COVID-19: una revisión narrativa. Revista Chilena de Fonoaudiología. 2020;19:1-7. https://doi.org/10.5354/0719-4692.2020.60183

19. Sepúlveda CAV, Guzmán Baquedano DF, Schilling GR, Fraga Da Ré A, Córdova Figueroa EF, Freitas Cardoso MCA. Formación de pregrado profesional en fonoaudiología: una comparación entre Chile y Brasil. Actualidades Investigativas en Educación. 2023;23(2):4-40. https://dx.doi.org/10.15517/aie.v23i2.52949

20. Sandoval Ramírez M, Bratz J. Social representation of speech therapists' ethos in the metropolitan and Valparaiso regions of Chile. Rev. CEFAC. 2017;19(1):41-53. https://doi.org/10.1590/1982-021620171914316

21. Rickham PP. Human experimentation. Code of ethics of the World Medical Association. Declaration of Helsinki. Br Med J. 1964;2(5402):177. https://doi.org/10.1136/bmj.2.5402.177 PMID: 14150898. PMCID: PMC1816102.

22. Denzin NK, Lincoln YS, editors. Métodos de recolección y análisis de datos: Manual de investigación cualitativa. Vol. IV. Editorial Gedisa; 2015. ISBN: 9788418193569, 8418193565.

23. Herrera Lillo A, Sandoval Ramírez M. Identidad profesional y Fonoaudiología: reflexiones y fundamentos prácticos [Webpage on the internet]. Ediciones UVM; 2022 [Accessed 2024 jul 19]. Available at: https://hdl.handle.net/20.500.12536/1591

24. Corbin J, Strauss A. Basics of qualitative research: Techniques and procedures for developing grounded theory, 3rd ed. Thousand Oaks, CA, US: Sage Publications, Inc; 2008. xv, 379-xv.

25. Cuñat Giménez R. Aplicación de la teoría fundamentada (grounded theory) al estudio del proceso de creación de empresas. Decisiones basadas en el conocimiento y en el papel social de la empresa: XX Congreso anual de AEDEM. 2007;2.

26. Willis GB LJ. Question Appraisal System QAS-99 Research Triangle Institute. 1999.

27. Bergman E, de Feijter J, Frambach J, Godefrooij M, Slootweg I, Stalmeijer R et al. AM last page: A guide to research paradigms relevant to medical education. Acad Med. 2012;87(4):545. http://doi.org/10.1097/ACM.0b013e31824fbc8a PMID: 22452919.

28. Creswell JW. Research design: Qualitative, quantitative, and mixed methods approaches: SAGE Publications; 2009. https://doi.org/10.4135/9781506335193

29. Braun V, Clarke V. Successful qualitative research: A practical guide for beginners: SAGE Publications; 2013. https://doi.org/10.4135/9781526402902

30. Atlas.Ti. Atlas.Ti 9 Mac. In: Copyright (c) by ATLAS.ti Scientific Software Development GmbH B, editor. 2021.

31. Giddens A. Modernity and self-identity: Self and society in the late modern age. Stanford University Press; 1991.

32. Meijers F. The development of a career identity. Journal of Vocational Behavior. 1998;20(3):191-207. https://doi.org/10.1023/a:1005399417256

33. Ibarra H. Provisional selves: Experimenting with image and identity in professional adaptation. Administrative Science Quarterly. 1999;44(4):764-91. https://doi.org/10.2307/2667055

34. Twenge JM. Generation Me: Why today's young Americans are more confident, assertive, entitled and more miserable than ever before. CPA Practice Management Forum. CCH, Inc.; 2007. p. 20. ISBN13 9781541456242.

35. Book L, Phillips DP, editors. Creativity and entrepreneurship: Changing currents in education and public life. Edward Elgar Publishing; 2013. ISBN: 0857937197, 9780857937193.

36. Hudson MW, DeRuiter M. Professional Issues in Speech-Language Pathology and Audiology. 5th ed. San Diego: Plural Publishing, Incorporated; 2019; ISBN: 9781635502206, 1635502209.

37. Lewis ZH, Hansen K, Narasaki-Jara M, Killick L, Kwon M, Chase L et al. Embedding diversity, equity, and inclusion into a kinesiology curriculum: A detailed report of a curriculum redesign. Social Sciences. 2022;11(7):271. https://doi.org/10.3390/socsci11070271

38. Harrison L, Azzarito L, Hodge S. Social justice in kinesiology, health, and disability. Quest. 2021;73(3):225-44. https://doi.org/10.1080/00336297.2021.1944231

39. Culp B. Social justice and the future of higher education kinesiology. Quest. 2016;68(3):271-83. https://doi.org/10.1080/00336297.2016.1180308

40. Joynes VCT. Defining and understanding the relationship between professional identity and interprofessional responsibility: Implications for educating health and social care students. Adv Health Sci Educ Theory Pract. 2018;23(1):133-49. https://doi.org/10.1007/s10459-017-9778-x​ PMID: 28516242.
 

Submitted date:
22/05/2024

Accepted date:
26/09/2024

67534c34a953955add529cf5 cefac Articles
1982-0216 (Electrónico) 1516-1846 (Impreso)
Revista CEFAC ©2024 Todos los derechos reservados.

Revista CEFAC

Share this page
Page Sections