New Approaches to Learning on Clinical Placement

Abstract

Traditional models of clinical placements for students in speech and language therapy (SLT) are often based on a one-to-one model where the structure of the learning process is: theory, observation and practice. Literature relating to adult learning and professional education suggests alternative approaches to clinical training which may be relevant to SLT. Work in progress is discussed where alternative approaches to placements and student learning in a range of placement settings are being developed.

Learner : preceptor ratios for practice-based learning across health disciplines: a systematic review

“…Nineteen articles described an arrangement where one preceptor supervised one learner . The majority of these articles came from nursing and physiotherapy.…”

“…Eight articles described a ratio in which three learners at the same level and within the same discipline are supervised by one preceptor, who is usually an experienced professional within the same discipline …”

“…Learners cited increased social support and decreased anxiety, increased independence from the preceptor and shared knowledge between learners as major benefits of the 3 : 1 ratio over the 1 : 1 ratio.…”

Teaching Speech and Language Therapists in Sri Lanka: Issues in Curriculum, Culture and Language

“…As the first cohorts of therapists would be establishing a mode of practice for this new profession, it seemed essential to encourage creativity and flexibility in thinking, drawing on interactive teaching practice and problembased learning approaches from the minority world [9,10]. The fact that Sri Lankan students came from a fact-based learning culture made using experiential learning techniques more challenging as students needed time to adapt.…”

“…Parker and Kersner [10] have described approaches that do not necessitate learning theory before practice. They suggest that if students can develop reflective skills, they can benefit from 'learning by doing'.…”