Foundation Studies in Education for Therapy Practice: Curriculum Updating

Abstract

Objective: To describe the foundation studies element of the education for practice as a speech and language therapist in one Irish University, and how this element features in curriculum development and updating. Background: This paper addresses the question of how best to introduce students to the ever-increasing depth and range of knowledge regarding communication disorders. This foundation is the basis upon which to build the knowledge, skills and attitudes that lead ultimately to generating prerequisites for clinician scientists to provide services for people with communication and swallowing disabilities. Methods/Results: Since its institution as a university course, the course curriculum in our department at Trinity College Dublin, Ireland, has been subjected to regular revision and updating to be in line with educational, professional and service requirements. In this paper, we select elements of our most recent revision of the curriculum, incorporating the redefinition of the desirable characteristics of our graduates. This paper presents an overview of curriculum development, and focuses on the initial part of the education that sets the foundation for acquiring the knowledge that we consider to be a relevant, solid basis for entering clinical work. Conclusions: The current foundation stage of the curriculum encompasses elements that reflect increasing knowledge, trends in education practices, and the seeds of life-long learning.

Bridging the Gap: an Integrated Approach to Facilitating Foundational Learning of Neuroanatomy and Neurophysiology in Graduate-Level Speech-Language Pathology Coursework

“…Case questions commonly challenge students to connect different types of foundational knowledge (i.e., horizontal integration) and then practically apply it to a real or fictional patient (i.e., vertical integration). Instruction that is case-based has reportedly facilitated gains in clinical skill development and the critical analysis and evaluation of various problem scenarios in fields such as medicine, dentistry, and other healthcare disciplines including dietetics, nursing, physical therapy, and SLP (Harden, 2000;Hassan, 2013;Howard, Stewart, Woodall, Kingsley, & Ditmyer, 2009;Malik & Malik, 2011;Harman et al, 2015;Kantar & Massouh, 2015;Yoo & Park, 2015;Loghmani, Bayliss, Strunk, & Altenburger, 2011;Meilijson & Katzenberger, 2015;Leahy et al, 2010 ). Further, activities that involve evaluation of cases via students from a variety of disciplines have led to both horizontal integration of foundational knowledge that is both intradisciplinary and interdisciplinary in nature (Trommelen, Heber, & Nelson, 2014;Mathisen, Yates, & Crofts, 2011;Holland, Roberts, Vanstewart, & Wright, 1994).…”

A Clinical Education Program for Speech-Language Pathologists Applying Reflective Practice, Evidence-Based Practice and Case-Based Learning

“…This approach to learning seeks integration of the contents of students' clinical education and creates an environment which invites questions. Leahy et al [12] have described the foundations of the clinical education curriculum in their department at Trinity College in Dublin based on a case-based learning approach. Their conclusion was that case-based learning is an appropriate model for speech-language pathology education and that it transfers well to the clinical practice setting.…”

Comparación entre las Competencias Transversales/Genéricas del Logopeda en España y Europa. Propuesta de Reformulación

“…Por una parte, conceptos de las disciplinas que la sustentan: lingüística, ciencias comportamentales como psicología y pedagogía, ciencias biomédicas clínicas y preclínicas, así como aspectos éticos; por otra parte, el programa ha de cubrir las áreas temáticas propias de la logopedia: variedades de la comunicación normal y patológica, métodos de evaluación y diagnóstico, métodos de intervención y asesoramiento, uso de recursos, consecuencias de los trastornos de la comunicación para las familias y contactos sociales, ámbitos sociales y organizativos en los que trabajan los logopedas. Precisamente este artículo está incluido en un monográfico de la revista Folia Phoniatrica et Logopaedica, publicación oficial de la mencionada IALP, sobre la formación académica del logopeda en una gran diversidad de contextos y países, por ejemplo Irlanda, Brasil y Japón, como muestra de la formación en Europa, América y Asia respectivamente (Fernandes et al, 2010;Iitaka & Otomo, 2010;Leahy et al, 2010).…”