SPEECH 2004 - Clinical Reasoning in Professional Settings

North Terrace Campus - Semester 2 - 2022

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.

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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	Restricted to B. Speech Pathology (Honours) students only
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.

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	Compare and contrast the benefits and limitations of commonly used assessments for people with communication difficulties and/or swallowing disorders.
4	Analyse and interpret assessment data related to communication difficulties and/or swallowing disorders, and propose appropriate intervention options for people with communication difficulties and/or swallowing disorders.
5	Convey information to stakeholders using appropriate communication skills in professional contexts.
6	Appraise how learning in this course relates to the Speech Pathology Professional Standards and contributes to your competency development according to the Competency Based Occupational Standards.

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
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
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
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.	5, 6
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
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.	2, 3, 4, 5, 6
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.	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.

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.

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

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

Assessment Summary

Assessment Task	Task Type	Weighting	Learning Outcome
Examination	Summative	40%	1, 2, 3, 4, 5
Assignment	Summative	30%	1, 2, 3, 4
Continuous Assessment	Formative & Summative	30%	1, 2, 3, 4, 5, 6

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 (30%) - Report: Students will analyse and write a 1500-word report based on a speech and/or language sample.

Continuous Assessment (30%) - Continuous assessment will build on in-class activities and comprise the following:

1. Group poster or brochure (10%): Students will be required to work in a group of 4-5 to develop a poster or brochure to provide community education on a given topic.

2. Oro-motor examination (10%): Students will complete an in-class assignment on oro-motor examination to assess different cranial nerves related to swallowing.

3. Portfolio (10%): Students will compile evidence on how learning from this course related to the Professional Standards for Speech Pathology.

Submission

Detailed information on assessment task submission can be found in the MyUni website for this course.

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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator