Expectations and Understanding of Learning in Practice: Student Speech and Language Therapists’ and Practice Educators’ Perspectives of Learning

Authors

  • Karen Elizabeth Davies University of Manchester
  • Fiona Kevan University of Manchester
  • Emma Ormerod University of Manchester

DOI:

https://doi.org/10.18552/ijpblhsc.v7i1.502

Keywords:

clinical learning, placements, practice educators, student speech and language therapists

Abstract

Research in speech and language therapy education has focussed on investigating models of clinical placements, rather than how learning is optimised in practical settings. A distinction has been made in practice-based learning in medical education between ‘capability’ and ‘competency’, urging educators to prioritise learning that enables problem solving and application of theory. We know little about student speech and language therapists’ (SLTs) and educators’ perception and expectations of clinical learning in placement and how this relates to capability. We investigated student SLTs’ and educators’ beliefs and experiences of successful learning in clinical settings and how they perceived their learner/educator roles using a qualitative study. Data was gathered from 28 students and educators using individual interviews and focus groups. The data was investigated using thematic analysis. Educators see their role as facilitators, developing core skills such as clinical reasoning, understanding professional identity and gaining independence. Some educators see this as a co-learning model, creating opportunities for their own learning. Students’ conceptions change during clinical placements, from focussing on their own development to seeking to understand the client’s perspective as well as identify needs, and respond with well-reasoned options for intervention. Aiming to equip SLT learners to be capable professionals, able to apply skills of clinical reasoning, is considered a core skill for SLT educators. Developing models for clinical placements informed by understanding how students learn to become capable could enhance the readiness of student SLTs to enter professional practice.

Author Biographies

Karen Elizabeth Davies, University of Manchester

Clinical Lecturer in Speech and Language Therapy

Division of Human Communication, Development and Hearing

School of Health Sciences

Faculty of Biology, Medicine and Health

The University of Manchester 

 

Fiona Kevan, University of Manchester

Senior Clinical Teaching Fellow

Division of Human Communication, Development and Hearing

School of Health Sciences

Faculty of Biology, Medicine and Health

The University of Manchester 

 

Emma Ormerod, University of Manchester

Senior Clinical Teaching Fellow

Division of Human Communication, Development and Hearing

School of Health Sciences

Faculty of Biology, Medicine and Health

The University of Manchester 

 

References

Biggs, J.B. (2011) Teaching for quality learning at university: What the student does. McGraw-Hill Education (UK).

Bradley, P.(2006) The history of simulation in medical education and possible future directions. Medical education, 40 (3), 254-262.

Braun, V. and Clarke, V.(2006) Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

Briffa, C. and Porter, J. (2013) A systematic review of the collaborative clinical education model to inform speech-language pathology practice. International journal of speech-language pathology, 15(6), 564-574.

Davenport, R., Hewat, S., Ferguson, A., McAllister, S. and Lincoln, M., (2017) Struggle and failure on clinical placement: a critical narrative review. International Journal of Language & Communication Disorders.

Fadde, P., & Sullivan, P. (2013). Using interactive video to develop preservice teachers’ classroom awareness. Contemporary Issues in Technology and Teacher Education 13 (2) 156-174

Fraser, S.W. and Greenhalgh, T. (2001) Complexity science: Coping with complexity: Educating for capability. BMJ: British Medical Journal, 323 (7316), 799.

Fukkink, R. G., Trienekens, N., & Kramer, L. J. (2011). Video feedback in education and training: Putting learning in the picture. Educational Psychology Review, 23 (1), 45-63.

Health and Care Professional Council. Standards of Education and Training available from https://www.hcpc-uk.org/assets/documents/10001A9DStandardsofeducationandtrainingguidanceforeducationproviders.pdf [ 4th December 2017]

Hill, A.E., Davidson, B.J., McAllister, S., Wright, J. and Theodoros, D.G., (2014). Assessment of student competency in a simulated speech-language pathology clinical placement. International journal of speech-language pathology, 16(5),464-475.

Joseph, S. and Juwah, C.(2012) Using constructive alignment theory to develop nursing skills curricula. Nurse education in practice, 12(1) 52-59.

Lincoln, M. and McCabe, P.(2005). Values, necessity and the mother of invention in clinical education. Advances in Speech Language Pathology, 7(3) 153-157.

McAllister, L., (1997) Facilitating learning in clinical settings. Cheltenham: Nelson Thornes.

McAllister, L. (2005) Issues and innovations in clinical education. Advances in Speech Language Pathology, 7(3),138-148.

MacBean, N., Theodoros, D., Davidson, B. and Hill, A.E. (2013) Simulated learning environments in speech-language pathology: An Australian response. International journal of speech-language pathology, 15(3),345-357.

Mok, C.K., Dodd, B. and Whitehill, T.L. (2009) Speech-language pathology students' approaches to learning in a problem-based learning curriculum. International journal of speech-language pathology, 11(6), 472-481.

Mok, C.K., Whitehill, T.L. and Dodd, B.J., (2008) Problem-based learning, critical thinking and concept mapping in speech-language pathology education: A review. International Journal of Speech-Language Pathology, 10(6), 438-448.

Prosser, M. and Sze, D. (2014) Problem-based learning: student learning experiences and outcomes. Clinical linguistics & phonetics, 28 (1-2),131-142.

RCSLT: The Provision of Clinical Placements: Stakeholder Roles and Responsibilities, Position Paper

https://www.rcslt.org/docs/free-pub/position_paper_clinical.pdf [18th March 2018]

Sheepway, L., Lincoln, M. and Togher, L.(2011). An international study of clinical education practices in speech-language pathology. International Journal of Speech-Language Pathology, 13(2), 174-185.

Sinatra, G.M. and Mason, L. (2013) Beyond knowledge: Learner characteristics influencing conceptual change. In International Handbook of Research on Conceptual Change, ed by Vosniadou: Abingdon: Routledge, 377-394

Vosniadou, S. ( 2014) Examining cognitive development from a conceptual change point of view: The framework theory approach. European Journal of Developmental Psychology, 11(6), 645-661.

Wenger, E. (2011). Communities of practice: A brief introduction. Available from https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/11736/A%20brief%20introduction%20to%20CoP.pdf?sequence=1&isAllowed=y [15th March 2018]

Yew, E.H. and Goh, K. (2016) Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education, 2 (2), 75-79.

Downloads

Published

2019-07-31

How to Cite

Davies, K. E., Kevan, F., & Ormerod, E. (2019). Expectations and Understanding of Learning in Practice: Student Speech and Language Therapists’ and Practice Educators’ Perspectives of Learning. International Journal of Practice-Based Learning in Health and Social Care, 7(1), 1–17. https://doi.org/10.18552/ijpblhsc.v7i1.502

Issue

Section

Research Articles