JCPSLP November 2016

anyone who has access to the Internet can take the courses. While the DOOHICHE model is free to learners, there are costs for computer and/or Internet access. The DOOHICHE model is designed to be sustainable with a $16-million endowment (which adequately covers core expenses), slender operating costs, and volunteer course creators. Though NextGenU.org encourages local communities, policy-makers, organisations, and governments to eventually take “country-ownership” (Goldberg & Bryant, 2012) of all aspects of capacity building, it is unclear how local authorities will receive this model. The DOOHICHE training model will train students in a wide variety of subject areas related to SLP. It is not dependent on specialised trainer availability and skills, but addresses many areas in depth, as it is created by experts in the field, and guided by an advisory committee, using resources from governments, peer-reviewed journals, specialty societies, and universities. However, students may have difficulty allocating time to courses, finding a peer, or selecting an appropriate mentor to support the didactic portion of the model. Future direction NextGenU’s DOOHICHE model for building capacity in the global speech-language pathology workforce is in its infancy, as we are currently piloting our first course with students in Kenya. We are unclear about the model’s strengths and limitations in addressing the ability to build speech-language pathology capacity on a global level. Our goal is to critically evaluate the DOOHICHE model by collecting data regarding the quality, accessibility, sustainability, affordability, and customisation of this model. The evaluative process for the model and each course will be ongoing and continually refined based on metrics and feedback. Because we strive to make this a viable training program for future audiences, we welcome comments, feedback, and suggestions. We call on the SLP community to engage in a discussion via the Journal of Clinical Practice in Speech-Language Pathology on the feasibility and acceptability of NextGenU’s DOOHICHE model training program for future speech-language pathologists worldwide. Acknowledgements The authors wish to thank the University of Nevada, Reno, the research assistants at the University of Nevada, Reno, the Advisory Committee, and the Annenberg Physician Training Program’s endowment for making the DOOHICHE model possible. Additionally, we would like to thank Verena Rossa-Roccor as well as the guest editors and editor of JCPSLP for their assistance in the preparation of this manuscript. References Ahmad, K., Ibrahim, H., Othman, B. F., & Vong, E. (2013). Addressing education of speech-language pathologists in the World Report on Disability: Development of a speech- language pathology program in Malaysia. International Journal of Speech-Language Pathology , 15 (1), 37–41. doi: 10.3109/17549507.2012.757709 Cheng, L. (2013). Knowledge transfer between minority and majority world settings and its application to the World Report on Disability. International Journal of Speech-

Language Pathology , 15 (1), 65–68. doi:10.3109/17549507 .2012.729862 Crowley, C., Baigorri, M., Ntim, C., Bukari, B., Oseibagyina, A., Kitcher, E., Paintsil, A., Ampomah, O. W., & Laing, A. (2013). Collaborations to address barriers for people with communication disabilities in Ghana: Considering the World Report on Disability. International Journal of Speech-Language Pathology , 15 (1), 53–57. doi: 10.3109/17549507.2012.743036 Global Campaign for Free Expression. (2003). Article 19 Statement on the Right to Communicate. Retrieved from https://www.article19.org/data/files/pdfs/publications/right- to-communicate.pdf Goldberg, J., & Bryant, M. (2012). Country ownership and capacity building: The next buzz words in health systems strengthening or a truly new approach to development? BMC Public Health , 12 , 1–9. doi:10.1186/1471-2458-12-531 Hopf, S. C. (2014). Services for children with communication disability in Fiji. Journal of Clinical Practice Lowell, A. (2013). “From your own thinking you can’t help us”: Intercultural collaboration to address inequities in services for Indigenous Australians in response to the World Report on Disability. International Journal of Speech- Language Pathology , 15 (1), 101–105. National Joint Committee for the Communicative Needs of Persons with Severe Disabilities. (1992). Guidelines for meeting the communication needs of persons with severe disabilities. Retrieved from: http://www.asha.org/policy/ GL1992-00201/ Somerville, L., Davis, A., Elliiott, A., Terrill, D., Austin, N., & Philip, K. (2015). Building allied health workforce capacity: a strategic approach to workforce innovation. Australian Health Review , 39 , 264–270. doi:10.1071.AHI14211 Weddington, G. (2002). Speech-language pathology/ audiology: Service delivery in rural and isolated regions of South Africa. Folia Phoniatrica et Logopaedica , 54 (2), 100–102. Wylie, K., McAllister, L, Davidson, B., & Marshall, J. (2013). Changing practice: Implications of the World Report on Disability for responding to communication disability in under-served populations. International Journal of Speech- Language Pathology , 15 (1), 1–13. doi:10.3109/17549507. 2012.745164 Dr Abbie Olszewski is assistant professor, academic advisor, and clinical supervisor in the Department of Speech Pathology and Audiology, University of Nevada, Reno. Erica Frank , MD, MPH, is the Canada Research Chair in Preventive Medicine and Population Health; founder, president, and research director of www.NextGenU. org; and professor in the School of Population and Public Health at the University of British Columbia. in Speech-Language Pathology , 16 (2), 81-86. International Communication Project. (n.d.). The opportunity to communicate is a basic human right. Retrieved from http://www. internationalcommunicationproject.com/

Correspondence to: Abbie Olszewski Department of Speech Pathology and Audiology University of Nevada School of Medicine Reno, Nevada email: aolszewski@medicine.nevada.edu phone: +1 (775) 682 7017

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JCPSLP Volume 18, Number 3 2016

Journal of Clinical Practice in Speech-Language Pathology