SPEECH 2004 - Clinical Reasoning in Professional Settings

North Terrace Campus - Semester 2 - 2024

In this course, students will engage in case guided learning about the structural and functional components of communication and swallowing. Students will work in small groups to examine authentic speech pathology cases; these will provide the trigger for learning about the principles and practices of clinical reasoning and professional practice in the discipline. The case guided learning approach will be supported by tutorial classes, practical workshops and integrated online learning activities that focus on the process of describing and evaluating communication and swallowing.

  • General Course Information
    Course Details
    Course Code SPEECH 2004
    Course Clinical Reasoning in Professional Settings
    Coordinating Unit Speech Pathology
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites SPEECH 2000
    Corequisites SPEECH 2005
    Restrictions Bachelor of Speech Pathology (Honours)
    Assessment Examination, various assignments and continuous assessment tasks
    Course Staff

    Course Coordinator: Dr Abirami (Abi) Thirumanickam

    Course Coordinator: Dr Abi Thirumanickam
    Phone: +61 8 8313 2316
    Email: abi.thirumanickam@adelaide.edu.au
    Location: Level 4, Engineering & Maths Sciences Building
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Timetable information can be found in the MyUni website for this course.
  • Learning Outcomes
    Course Learning Outcomes
    1 Explain the fundamental principles and practices of assessment and intervention for people with communication difficulties and/or swallowing disorders. 
    2 Analyse, critique and integrate relevant information from a range of sources related to the clinical presentation of people with communication difficulties and/ or swallowing disorders. 
    3 Develop shared understanding of the scope of speech pathology practice, including outcomes of speech pathology services, with individuals, communities, and other professionals 
    4 Analyse and interpret assessment data related to communication difficulties and/or swallowing disorders.
    5 Propose appropriate intervention options for people with communication difficulties and/or swallowing disorders. 
    6 Convey information to stakeholders using appropriate communication skills in professional contexts. 
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1, 2, 3, 4, 5, 6

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    2, 3, 4, 5, 6

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    1, 2, 3, 4, 5, 6

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    6, 7

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    2, 3, 4, 5, 6, 7

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    6, 7

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    1, 2, 3, 4, 5, 6

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    2, 3, 4, 5, 6
  • Learning Resources
    Required Resources
    There are three prescribed books for this course, but these books will be used in other courses throughout their degree. One of the textbooks is a required text for SPEECH 2000.

    Paul, R., Norbury, C. & Gosse (Eds.) (2018). Language disorders from infancy through adolescence: Assessment & intervention (5th ed.). St. Louis: Mosby Elsevier.

    McLeod, S., & Baker, E. (2017). Children's Speech: An Evidence-Based Approach to Assessment and Intervention (First ed.): Pearson Higher Ed USA.

    Groher, M. E., & Crary, M. A. (2020). Dysphagia: Clinical Management in Adults and Children. Elsevier Health Sciences.
    Online Learning
    All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course utilises a case guided learning approach, where students will complete a number of cases in three-week blocks. Each week will involve one workshop and one tutorial, and an online lecture plus other integrated online learning activities. Areas of speech pathology covered in this course includes speech and language development, delay and disorder in the paediatric population, as well as language-related changes associated with typical aging and cognitive decline, as well as the impact of structural variations or disorders on communication and swallowing.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Tutorials: 12 x 2 hours = 24 hours
    Workshops: 12 x 2 hours = 24 hours
    Examination: 1 x 2 hours = 2 hours
    Preparation for Workshop Sessions: 2 hours per session = 24 hours
    Preparation for Assessment Tasks = 30 hours
    Weekly reading: 2 hours per week = 24 hours
    Online modules: 2 hours per week = 24 hours
    TOTAL = 152 hours
    Learning Activities Summary
    Areas of speech pathology covered in this course includes speech and language development, delay and disorder in the paediatric population, as well as language-related changes associated with typical aging and cognitive decline, as well as the impact of structural variations or disorders on communication and swallowing.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Examination Summative 40% 1, 2, 3, 4, 5, 6
    Assignment Summative 35% 2, 4, 5, 6
    Continuous Assessment Formative & Summative 25% 1, 2, 3, 4, 5, 6, 7
    Detailed information, including due dates, can be found in the MyUni wesbite for this course.
    Assessment Detail
    Examination (40%) 
     Viva: Students will analyse, interpret and report on assessment data and propose an intervention plan, including short- and long-term goals.  

    Assignment (35%) 
    Report: Students will analyse and write a report based on a speech and/or language sample. 

    Continuous Assessment (25%) 
    Group poster or brochure: Students will be required to work in a group of 4-5 to develop a poster or brochure on to provide community education on a given topic. Students will also complete a self-reflection, and a self-and-peer learning rating.

    Portfolio: Students will compile evidence on how learning from this course related to the Professional Standards for Speech Pathology
    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
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