EXPERIENCE AND REFLECTION: CURRICULUM UNITS TO DEVELOP GENERIC SKILLS IN SPEECH AND LANGUAGE THERAPY STUDENTS
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Résumé
The Speech and Language Therapy (SLT) program (Instituto Politécnico de Setúbal, Portugal) integrates a domain of personal and professional development since the implementation of Bologna process. This domain includes nine curriculum units called Experience and Reflection (ER), with 54 hours each (25 contact hours). ER intends to develop generic competences that allow students to integrate forms of relationship relevant for the clinical dimension of Speech Therapy and to know how to avoid risk situations for themselves and others. ER was created based on the following theoretical frameworks: intrapersonal and interpersonal intelligence (Gardner, 1983); Empowerment in education - critical thinking (Harvey, 2004); Reflection (Law et al, 2007); Tutoring and Mentoring; Double loop learning (Brockbank & McGill, 2006). This set of 9 Curriculum units has subject specific topics (eg. communication styles, clinical interview, diversity, team work, attending families, reflection on clinical practice) through which generic skills are developed: self-knowledge, time management, assertiveness, creativity, cooperation, leadership, resilience, to manage situations of change, attending the other, counseling, to manage diversity, contacts network. The objective of this work is to analyze the perspective of students about ER and their self-assessment on generic skills acquired along the 9 ER. Method: Data was gathered in 3 different academic years: 2013, 2014 and 2016. In 2013, 14 students performed a reflection focusing on the topics: relevance in the academic curriculum; what represented to me; competences fully developed and under development. In 2014, students filled a self-assessment questionnaire based on the competences defined by NetQues-CPLOL to a newly graduated speech and language therapist (generic competences included). They graded each question with a likert scale from 1 to 5 where 1=not acquired and 5=completely acquired. In 2016 students filled the same questionnaire and reply to open questions asking a reflection on the same 3 topics asked in 2013. A content analysis of the qualitative data was performed, and the results of the questionnaire were analyzed. Results: Through the content analysis, major themes observed were: development of personal and professional skills (e. g. self-awareness, critical thinking, management of unexpected situations, humanity in health care, active learning, constructive self-assessment), initial misunderstanding of the utility of ER, full understanding when at stage, relevance for academic curriculum, teaching methodology. The self-assessment of generic competencies was equivalent in both years with mean values between 4 and 5. Conclusions: The positive evaluation of students demonstrated that the objectives of ER were met. It is evident that the generic skills are perceived as acquired and as essential for quality professional practice. The teaching methodology is considered appropriate and relevant for students, as they could “transform teaching and learning in an active process for understanding” (Harvey, 2004). We can conclude that the existence of ER in the curriculum is relevant and differentiating.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle