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

被引:8
作者
Ho, Diana W. L. [1 ]
Whitehill, Tara L. [1 ]
Ciocca, Valter [2 ]
机构
[1] Univ Hong Kong, Sai Ying Pun, Hong Kong, Peoples R China
[2] Univ British Columbia, Sch Audiol & Speech Sci, Vancouver, BC V5Z 1M9, Canada
关键词
Clinical education; problem-based learning; student evaluation; VISUAL ANALOG SCALES; MEDICAL-EDUCATION; CURRICULA; OUTCOMES; SCHOOL;
D O I
10.3109/02699206.2013.812146
中图分类号
R36 [病理学]; R76 [耳鼻咽喉科学];
学科分类号
100104 ; 100213 ;
摘要
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.
引用
收藏
页码:102 / 116
页数:15
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