Clinical reasoning skills of speech and language therapy students...RCSLT Conference 'Realising the Vision', Belfast, 2006
Background: Difficulties experienced by novices in clinical reasoning have been well documented in many professions, especially medicine (Boshuizen and Schmidt 1992, 2000; Elstein, Shulman and Sprafka 1978; Patel and Groen 1986; Rikers, Loyens and Schmidt 2004). These studies have shown that novice...
| Published in: | International Journal of Language & Communication Disorders Vol. 42; pp. 123 - 136 |
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| Main Authors: | , , |
| Format: | research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Mar2007 Supplement 1
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106152630&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106152630 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13682822 B7U jtl: International Journal of Language & Communication Disorders issn: 13682822 maglogo: Y pubinfo: dt: Mar2007 Supplement 1 vid: 42 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106152630 106152630 2009628341 10.1080/13682820601171530 NLM17454240 106152630 ppf: 123 ppct: 13 formats: fmt: @attributes: type: P tig: atl: Clinical reasoning skills of speech and language therapy students...RCSLT Conference 'Realising the Vision', Belfast, 2006 aug: au: Hoben K Varley R Cox R affil: Department of Human Communication Sciences, University of Sheffield, Sheffield, UK. sug: subj: Clinical Competence Diagnostic Reasoning Students, Speech-Language Pathology Coding Comparative Studies Congresses and Conferences Northern Ireland Descriptive Statistics Education, Baccalaureate Funding Source Northern Ireland Students, Graduate United Kingdom Human ab: Background: Difficulties experienced by novices in clinical reasoning have been well documented in many professions, especially medicine (Boshuizen and Schmidt 1992, 2000; Elstein, Shulman and Sprafka 1978; Patel and Groen 1986; Rikers, Loyens and Schmidt 2004). These studies have shown that novice clinicians have difficulties with both knowledge and strategy in clinical reasoning tasks. Speech and language therapy students must also learn to reason clinically, yet to date there is little evidence of how they learn to do so. Aims: In this paper, we report the clinical reasoning difficulties of a group of speech and language therapy students. We make a comparison of a subgroup of these with experienced speech and language therapists' reasoning and proposes some methods and materials to aid the development of clinical reasoning in speech and language therapy students. Methods & Procedures: Student diagnostic reasoning difficulties were analysed during the assessment of unseen cases on an electronic patient database, the Patient Assessment and Training System (PATSy http://www.patsy.ac.uk) (Lum et al. 2006). Pairs of students were videoed as they completed a one hour assessment of one of three 'virtual patients'. One pair of experienced speech and language therapists, who were not part of the project team, also completed an assessment of one of these cases under the same conditions. Screen capture was used to record all on screen activity within PATSy web pages (i.e. mouse pointer position, hyperlink and button presses, page scrolling, browser navigation interactions and data entered); Verbal comments made by participants were analysed via a seven-level coding scheme that aimed to describe the events that occur in the process of diagnostic reasoning. Outcomes & Results: Students displayed a range of competence in making an accurate diagnosis. Diagnostically accurate students showed use of specific professional vocabulary, and a greater use of firm diagnostic statements. For the diagnostically inaccurate students, typical difficulties were a failure to interpret test results and video observations, difficulty in carrying out a sequence of tests consistent with a diagnostic reasoning path, and problems in recalling and using theoretical knowledge. Conclusions and Implications: We discuss how identification of student diagnostic reasoning difficulties can inform the design of learning materials intended to address these problems. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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