https://www.um.edu.mt/library/oar/handle/123456789/1180 Sun, 08 Nov 2026 16:35:11 GMT 2026-11-08T16:35:11Z https://www.um.edu.mt/library/oar/handle/123456789/150645 Title: Healthcare professionals’ perceptions about gaps in knowledge, practice, teaching, and research across Europe : a qualitative descriptive study Authors: Aleo, Giuseppe; Walsh, Niamh; Pagnucci, Nicola; Napolitano, Francesca; Bonello, Marjorie; Jones, Petra; Agius, Rachael; Couto, Jose Guilherme; Fitzgerald, Catherine Abstract: Introduction: The education and training of healthcare professionals is constantly evolving, requiring healthcare educators to remain well-informed about new knowledge, innovations in clinical practice, modern teaching methods, and current research skills. However, inequalities in healthcare education persist across Europe, requiring innovative solutions to address these disparities. This study aimed to explore the collective views of healthcare professionals about gaps in knowledge, practice, teaching and research within their specific profession and country.; Methods: A series of six online focus groups were conducted with healthcare professionals from 12 European countries within the framework of a project co-funded by the European Union entitled project “ExChange Of ExpertiSe in healthcare professionals’ education” (ECHOES). Project number: 2023–1-MT01-KA220-HED-000156744. The present study followed the COREQ guidelines for reporting qualitative studies.; Results: Six main themes emerged from the analysis: 1) Discrepancies in educational standards; 2) Access to Continuing Professional Development and importance of e-learning; 3) Need for more interprofessional collaboration and education; 4) Integration of evidence-based practice; 5) Absence of green skills and sustainable healthcare practices; 6) Lack of digital skills and competencies.; Conclusions: Addressing gaps in healthcare education across Europe, in line with the United Nations Sustainable Development Goal 4 ‘Ensuring inclusive and equitable quality education’, will enable to improve quality, continuity, and effectiveness of care, and empower healthcare professionals to navigate the complexities of modern healthcare. However, this requires a concerted effort from educational institutions, healthcare organisations, and policymakers to create a more supportive and resourceful learning environment. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150645 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/135849 Title: Malta [Managing children with developmental language disorder : theory and practice across Europe and beyond] Authors: Grech, Helen; Galdes, Martina Abstract: Speech and language therapy in Malta started in the late 1970s, when expatriate speech and language therapists (SLT) from the UK were commissioned to initiate the service to the Maltese population. Up until the early 1980s there were no local SLTs in Malta and there was very little awareness of communication therapy. Although Malta has two official languages, namely Maltese and English, all theoretical courses were, from the beginning taught in English although clinical placements can be run in Maltese or English. There is no universal national screening or surveillance programme for developmental language disorders (DLD) in Malta although there is opportunistic screening at well-baby clinics carried out by paediatricians. Bilingual intervention is promoted and implemented by SLTs in the Maltese Islands. SLTs in the Maltese Islands are the only professionals who offer guidance and administer formal and informal diagnostic assessments for identification of DLD. Tue, 01 Jan 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/135849 2019-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/135847 Title: Factor analysis of a questionnaire for auditory processing skills Abstract: Between 0.5 to 5% of individuals complain of listening difficulties irrespective of normal audiometric results, suggesting a possible auditory processing disorder (APD). However, listening difficulties are also manifested in other recognised diagnoses such as language impairment, literacy difficulties and autism spectrum disorders, since sound processing sounds entails complex connections between auditory, language and cognitive structures. Given these comorbidities it is of interest to evaluate the types and situations where listening difficulties emerge in these specific neurodevelopmental disorders. Fri, 01 Apr 2016 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/135847 2016-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/135846 Title: The views of Maltese adults about childhood language impairment Abstract: Aim: To explore the perceptions of Maltese adults about childhood language impairment (CLI).; Introduction: The prevalence of CLI is approximately 7% (Leonard, 2014). Parents & children with CLI expressed the need for increase in knowledge & positive attitude towards CLI (Roulstone, Coad and Ayre , 2012). The expected limited knowledge of CLI among the general public may reflect on referrals to SLT. Hence the importance to explore perceptions of adults regarding language impairment (Pena & Quinn, 2003). Mon, 01 Apr 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/135846 2019-04-01T00:00:00Z