Event Title
Students’ Perceived Competencies to Identify Critical Elements of Speech-Language Pathology Treatment Sessions During Classroom-Based vs. Community-Based Observations
Location
Hart 211
Start Time
14-5-2009 10:30 AM
End Time
14-5-2009 11:15 AM
Description
Community-based observations place many demands on students, faculty, and clinicians in the field. At BSC, we have begun to examine the benefits of requiring community-based pre-clinical student observations and whether the costs of this requirement outweigh the benefits. This study, a prospective, nonrandomized survey using a Likert-type rating scale, examined how students rated their observational skill during community-based versus classroom-based observations of videotaped sessions.
Research Questions:
1. How do students rate their abilities to identify critical elements of a speech-language pathology treatment session during instructor-guided classroom observations?
2. How do students rate their abilities to identify critical elements of a speech-language pathology treatment session during community-based observations?
Results
Mean agreements with the item statements ranged from 3.8 to 4.6, with a mean agreement of 4.32. Highest mean agreements occurred for statements regarding students’ perceived skills identifying task expectations (4.61), off-task client behaviors (4.6), and transitions between tasks (4.54). Lowest mean agreements were for statements related to identifying the language domain targeted in the session (3.79), and the clinicians’ method of data collection (3.97).
Implications of survey results will be considered as a basis for creation of an evidence base to support policy and procedure decisions regarding our undergraduate pre-clinical observation program.
Students’ Perceived Competencies to Identify Critical Elements of Speech-Language Pathology Treatment Sessions During Classroom-Based vs. Community-Based Observations
Hart 211
Community-based observations place many demands on students, faculty, and clinicians in the field. At BSC, we have begun to examine the benefits of requiring community-based pre-clinical student observations and whether the costs of this requirement outweigh the benefits. This study, a prospective, nonrandomized survey using a Likert-type rating scale, examined how students rated their observational skill during community-based versus classroom-based observations of videotaped sessions.
Research Questions:
1. How do students rate their abilities to identify critical elements of a speech-language pathology treatment session during instructor-guided classroom observations?
2. How do students rate their abilities to identify critical elements of a speech-language pathology treatment session during community-based observations?
Results
Mean agreements with the item statements ranged from 3.8 to 4.6, with a mean agreement of 4.32. Highest mean agreements occurred for statements regarding students’ perceived skills identifying task expectations (4.61), off-task client behaviors (4.6), and transitions between tasks (4.54). Lowest mean agreements were for statements related to identifying the language domain targeted in the session (3.79), and the clinicians’ method of data collection (3.97).
Implications of survey results will be considered as a basis for creation of an evidence base to support policy and procedure decisions regarding our undergraduate pre-clinical observation program.