Enhancing Clinical Reasoning for Speech Sound Disorders: A Randomized Trial of Online Learning Modules.
Purpose: Training clinical reasoning skills remains a critical challenge in speech‐language pathology education. This study aimed to evaluate the effectiveness of two cloud‐based, self‐directed instructional modules—diagnostic report viewing and reasoning demonstration—in enhancing students' reasoni...
| Publicado en: | International Journal of Language & Communication Disorders (John Wiley & Sons, Inc.) Vol. 61; no. 3; pp. 1 - 18 |
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| Autores principales: | , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
John Wiley & Sons, Inc.
May/Jun2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194014764&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194014764 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14606984 NRNM jtl: International Journal of Language & Communication Disorders (John Wiley & Sons, Inc.) issn: 14606984 maglogo: N pubinfo: dt: May/Jun2026 vid: 61 iid: 3 pid: 52269 pub: John Wiley & Sons, Inc. artinfo: ui: 194014764 194014764 194014764 10.1111/1460-6984.70242 194014764 ppf: 1 ppct: 17 formats: tig: atl: Enhancing Clinical Reasoning for Speech Sound Disorders: A Randomized Trial of Online Learning Modules. aug: au: Yeh, Li‐Li Chan, Ting‐Fang affil: Department of Audiology and Speech‐Language Pathology, MacKay Medical University, New Taipei City, Taiwan sug: subj: Articulation Disorders Diagnosis Clinical Reasoning Education Learning Methods Online Education Speech-Language Pathology Clinical Competence Education Computer-Assisted Instruction Outcomes of Education Evaluation Students, Speech-Language Pathology Human Funding Source Male Female Students, Undergraduate Audiology Colleges and Universities Randomized Controlled Trials Random Assignment Educational Measurement Pretest-Posttest Control Group Design Descriptive Statistics Data Analysis Software Mann-Whitney U Test Chi Square Test Content Validity Comparative Studies Paired T-Tests Wilcoxon Signed Rank Test One-Way Analysis of Variance Post Hoc Analysis Effect Size Questionnaires Diagnostic Reasoning Teaching Materials Cognition Education, Non-Traditional Male Female ab: Purpose: Training clinical reasoning skills remains a critical challenge in speech‐language pathology education. This study aimed to evaluate the effectiveness of two cloud‐based, self‐directed instructional modules—diagnostic report viewing and reasoning demonstration—in enhancing students' reasoning skills for speech sound disorders (SSDs) assessment. Methods: In a randomized between‐group design, 51 undergraduate students in Taiwan were assigned to one of two video‐based training modules in Mandarin. The control group viewed clinicians' presentations of diagnostic reports of SSD cases, while the experimental group watched the same reports accompanied by explicit demonstrations of clinical reasoning. Training effectiveness was evaluated using a Script Concordance Test (SCT) and self‐report questionnaires on viewing experience. Results: Across all participants, SCT scores significantly improved from pre‐ to post‐training (t = 2.82, p = 0.007), with no significant pre‐training difference between groups. The experimental group showed significant within‐group gains in diagnostic reasoning (z = −2.731, p = 0.006, r = 0.54) and total SCT scores (z = −2.623, p = 0.009, r = 0.51), though between‐group comparisons of gain scores did not reach statistical significance (p = 0.31). Questionnaire responses indicated high engagement with the content for both groups. The experimental group showed a trend towards viewing the training materials in two or three segments and engaging in deeper metacognitive reflection, suggesting a potential difference in cognitive engagement patterns. Conclusions: Both instructional modules improved students' clinical reasoning for SSD assessment. The demonstration‐based module, which explicitly modelled expert decision‐making, showed indications of additional benefits in supporting reflective clinical reasoning. Delivered through a cloud‐based, self‐directed format, this approach offers a scalable instructional framework applicable to broader areas of speech‐language pathology education. WHAT THIS PAPER ADDS: What is already known on the subjectTraining clinical reasoning skills remains a challenge in speech‐language pathology education. Illness scripts—structured knowledge frameworks—help explain both analytical and non‐analytical reasoning processes. Experienced clinicians rely on well‐developed scripts to make accurate decisions in familiar cases, with reasoning effectiveness shaped by both script accessibility and clinical complexity.What this paper adds to existing knowledgeThis randomized controlled trial compared two self‐directed, cloud‐based instructional modules for SSD assessment. While both improved SCT scores, only the reasoning‐demonstration group—designed to model expert thinking based on illness script theory—showed significant within‐group gains and deeper engagement. These findings support the use of illness script–informed training as a scalable and pedagogically sound alternative to supervision‐based instruction, particularly in pre‐placement settings with limited faculty resources.What are the potential or actual clinical implications of this work?The clinical reasoning and decision‐making modules examined in this study—featuring either explicit modeling of expert reasoning or engagement with comprehensive diagnostic reports—can address diverse learning needs and better prepare students for real‐world clinical complexity. Together, these complementary instructional approaches have the potential to foster informed clinical reasoning, support effective decision‐making, enhance service quality, and improve client outcomes in SSD assessment and broader speech‐language pathology practice. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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