Diagnostic Reasoning by Experienced Speech-Language Pathologists and Student Clinicians

Ginsberg, Sarah M.; Friberg, Jennifer C.; Visconti, Colleen F.

doi:10.1044/cicsd_43_s_87

Cited by 9 publications

(8 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This finding suggests the students in this study became more proficient over time in interpreting given test results to formulate a diagnosis; however, they did not possess the higher-level skills required to generate accurate hypotheses and select appropriate evaluation instruments. These results are similar to the findings of other researchers (Arocha & Patel, 1995;Ginsberg, et al, 2016).…”

Section: Discussionsupporting

confidence: 93%

See 1 more Smart Citation

Clinical Decision-making in Speech-Language Pathology Graduate Students: Quantitative Findings

Dudding¹,

Pfeiffer²

2018

TLCSD

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 93%

“…Purpose of the Study. Based on the previously discussed research, students in health professions demonstrate differences in clinical decision-making as compared to experts (Crebbin, et al, 2013;Ginsberg, et al, 2016). These skills appear to develop over time (Arocha & Patel, 1995;Banning, 2008;Crebbin, et al, 2013;Furze, et al, 2015).…”

mentioning

confidence: 96%

Clinical Decision-making in Speech-Language Pathology Graduate Students: Quantitative Findings

Dudding¹,

Pfeiffer²

2018

TLCSD

View full text Add to dashboard Cite

“…In summary, the intervention planning skills used by expert and novice SLPs in the study included selecting treatment style, planning activities, selecting or developing materials, planning teaching strategies, selecting targets, goal setting, collecting data, and feature matching. Although the novices in this study certainly do not represent all preservice SLPs, considering the similarities and differences between experts and novices has implications for AAC courses and clinical practica instruction (Ginsberg et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Further, supporting student learning means meeting students where they are, yet being mindful of the end goalcompetent service provision. In expert-novice studies, expert performance can inform a working definition of competency while novice performance helps uncover strengths and weaknesses related to that outcome (Ginsberg et al, 2016). A better understanding of AAC intervention planning skills can be used to support student learning in this area.…”

mentioning

confidence: 99%

Using Think-Alouds to Uncover Expert-Novice Gaps in AAC Intervention Planning Skills

Sauerwein¹,

Wegner²

2020

TLCSD

View full text Add to dashboard Cite

Because few studies have explored preservice speech-language pathologists’ (SLP’s) learning outcomes in augmentative and alternative communication (AAC) coursework and clinical practica, there is a need to investigate student learning in this area. This article represents a portion of a larger study that explored the expert-novice gap in planning for intervention with children who use AAC. The companion article reports clinical reasoning skills, whereas the present study revealed intervention planning skills. The methods are the consistent with those reported in the companion article. In summary, eight novice (i.e. preservice) SLPs and eight expert SLPs completed think-aloud tasks while they developed intervention plans. Verbal data were transcribed and analyzed qualitatively. Eight intervention planning skills emerged from the data: selecting treatment style, planning activities, selecting or developing materials, planning teaching strategies, selecting targets, goal setting, collecting data, and feature matching. Considerable overlap across expert and novice performance was observed in some areas, while minor differences were noted in other skills. Expert-novice gaps were identified in two areas, developing a treatment style and feature matching. Familiarity with expert-novice gaps in intervention planning has implications for preservice instruction in AAC.

show abstract

“…The clinical reasoning is the cognitive process that is necessary to evaluate and manage a patient's medical or rehabilitation problem (Mattingly, 1991). The aim of clinical reasoning is to make the best judgment in a specific context (Boshuizen & Schmidt, 2008).Clinical reasoning is focus on more to the context of the patient care situation as well as the unfolding nature of patient problems (Ginsberg, Friberg & Visconti, 2016). Cognition, meta-cognition and knowledge are the element of clinical reasoning (Jones, 1995).…”

Section: Introductionmentioning

confidence: 99%

Management of case with aphasia by three track reasoning

Naznin¹,

Nipa²

2021

World J. Adv. Res. Rev.

View full text Add to dashboard Cite

Clinical reasoning is the thinking and decision-making processes associated with cognitive process and clinical practice of the health professionals. The main purpose of the study is management of case with aphasia by the three-track reasoning. Clinical reasoning is central to effective, efficient clinical practice and professional autonomy. Health professionals are accountable for their decisions and service provision to various stakeholders, including patients, caregivers, health sector managers, policy-makers and colleagues. An important aspect of this responsibility is the ability to clearly articulate and justify management decisions in a manner appropriate to the audience. However, clinical reasoning is not a skill that can be simply explained, understood and recalled because of its rapid, complex and often subconscious nature. For providing diagnosis and providing intervention as well as socially rehabilitate to the patient three reasoning is very important.

show abstract

Diagnostic Reasoning by Experienced Speech-Language Pathologists and Student Clinicians

Cited by 9 publications

References 22 publications

Clinical Decision-making in Speech-Language Pathology Graduate Students: Quantitative Findings

Clinical Decision-making in Speech-Language Pathology Graduate Students: Quantitative Findings

Using Think-Alouds to Uncover Expert-Novice Gaps in AAC Intervention Planning Skills

Management of case with aphasia by three track reasoning

Contact Info

Product

Resources

About