The outbreak of COVID-19 impacted the delivery of outpatient services by various healthcare systems, including speech and language therapy services for people with aphasia (PWA). One possible solut...

Speech and language therapists in Gulf Arabic countries still rely on informal aphasia and/or translated western-language assessments to assess the language proficiency of people with aphasia. Howe...

Background: Transcranial direct current stimulation (tDCS) has exhibited potential in augmenting motor functions, neuroplasticity, and cognitive abilities within neurological rehabilitation contexts. Despite these promising outcomes, the utilization of tDCS in both research and clinical environments in Saudi Arabia remains relatively unexplored. Objective: This study aims to evaluate the knowledge, attitudes, and motivations of rehabilitation specialists in Saudi Arabia concerning tDCS. Methods: A cross-sectional observational study was conducted through an online questionnaire, involving 112 registered rehabilitation professionals. Results: While 58% of respondents acknowledged tDCS as a therapeutic tool, the overall knowledge level was modest, with a mean score of 3.0 ± 2.7 out of 9. Enhanced levels of knowledge were associated with individuals holding doctoral degrees (p = 0.02) and those with international training exposure (p = 0.03). Despite the limited knowledge base, an overwhelming 94.64% of participants displayed a neutral to positive attitude towards tDCS, with 52.7% recognizing its potential efficacy in neurological recovery. Principal obstacles to implementation included safety-related concerns (21.4%) and the need for specialized training (23.3%). Conclusions: Rehabilitation specialists in Saudi Arabia generally hold a favorable view of tDCS and demonstrate an eagerness to pursue further training. The results underscore the imperative for enhanced educational initiatives and practical training to address knowledge deficiencies and facilitate the seamless integration of tDCS into clinical routines. The implementation of structured training programs could not only reinforce adoption rates but also optimize the role of tDCS within rehabilitation.

This study explores the critical skills and knowledge that new speech and language pathologists (SLPs) must acquire to transition successfully into the workforce. While university programs aim to prepare students adequately, gaps remain in identifying the specific competencies essential for job readiness. This study employed a qualitative research approach, conducting focus group interviews with key stakeholders, including alumni, faculty, clinicians, and employers. Data were analyzed using thematic analysis. A total of 15 participants took part in five focus groups. The analysis identified four main themes: essential personal characteristics, exhibiting independence in managing work, foundational academic knowledge, and general clinical skills for SLPs . The findings emphasize the importance of traits such as a positive attitude, flexibility, and the ability to analyze situations and make informed decisions. Additionally, the study highlights the need to expand clinical training and integrate a more specialized curriculum. While some advanced topics require further exploration, they may be too complex for entry-level professionals without additional experience. Providing students with exposure to diverse clinical settings and work environments during training is also crucial. To better prepare newly graduated SLPs, university curricula must evolve to equip graduates with the necessary skills and knowledge for varied clinical settings and to meet the profession’s growing demands.

Background/Objectives: This study examined knowledge, attitudes, comfort, perceived usefulness, and institutional context regarding artificial intelligence (AI) among speech–language pathology (SLP) students and clinicians in Saudi Arabia. Methods: This exploratory cross-sectional online survey used a questionnaire informed by Austin et al. and was distributed through snowball sampling. Data from 122 participants (75 students, 16 interns, and 31 practicing clinicians) were analyzed. Groups were compared using Kruskal–Wallis tests with Holm correction and linear regression with HC3-robust standard errors adjusted for gender and frequency of ChatGPT use. Results: The majority (97.5%) of the participants had used ChatGPT, and 77% used it three or more times per week, yet self-rated knowledge was moderate. Comfort with AI was moderate to high, and concern about AI replacing SLPs was low to moderate. The participants were uncertain about AI’s ability to administer and analyze assessments and rated administrative tasks as its most useful application. After Holm correction, only perceived usefulness differed across the three group comparisons, with interns rating it higher than students. Across 16 adjusted group comparisons, only perceived student academic use was rated higher by interns than by students. No group differences were significant among participants aged 18–24 years. Most participants (70.5%) reported having no institutional AI guidelines. Conclusions: Participants used AI frequently and held generally positive but cautious views, with few group differences. These findings support AI literacy training in SLP curricula and SLP-specific guidelines for responsible AI use.