Performance of speech-language pathology students in problem-based learning tutorials and in clinical practice

Performance of speech-language pathology students in problem-based learning tutorials and in clinical practice

• Ho, Diana W. L.
• Whitehill, Tara L.
• Ciocca, Valter University of Hong Kong

Clinical Linguistics & Phonetics, 28(41671), 102-116, 2014

Informa Healthcare

2014

• G 課程與教學:個別教學範疇
  • GH 運動科學、醫療康護及社會福利

Clinical Education Problem-based Learning Student Evaluation Visual Analog Scales Medical-education Curricula Outcomes Metaanalysis School Audiology & Speech-Language Pathology Linguistics Rehabilitation

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

The purpose of the study was to identify if performance of speech-language pathology students in problem-based learning (PBL) tutorials could predict subsequent clinical performance evaluated through (a) a non-standardized, custom clinical evaluation form (HKU form) and (b) a standardized competency assessment for speech pathology developed in Australia (COMPASS (R)). Students' scores from PBL tutorial performance were correlated with scores in clinical placement on both the HKU form and the COMPASS. Significant correlations were found between students' PBL tutorial performance (reflective journals and participation in the tutorial process) and their clinical performance (treatment and interpersonal skills) on the HKU clinical evaluation form. Significant correlations were also found between (a) PBL tutorial performance (participation in the tutorial process) and their clinical performance (all generic and occupational competencies, and the overall score) on the COMPASS, (b) PBL tutorial performance (reading forms) and two occupational competencies on the COMPASS, (c) PBL tutorial performance (reflective journals) and four occupational competencies and the overall score on the COMPASS. The results highlighted the need for validating the assessment for the learning process in PBL tutorials with empirical evidence and the advantage of assessing clinical performance through COMPASS in Hong Kong. Tutors, clinical supervisors and students should be given clear behavioral descriptors for expected performance in PBL tutorials and clinical practice at different year levels.
[Copyright of Clinical Linguistics & Phonetics is the property of Informa Healthcare. Full article may be available at the publisher's website:
http://dx.doi.org/10.3109/02699206.2013.812146]

• 英文

期刊論文

• 02699206

• 10.3109/02699206.2013.812146

https://bibliography.lib.eduhk.hk/tc/bibs/81877a36

2014-12-19