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Related Experiment Videos

Education for practice in the UK and Ireland: implementing problem-based learning.

M M Leahy1, B J Dodd, I P Walsh

  • 1Clinical Speech and Language Studies, University of Dublin, Trinity College Dublin, Ireland. mleahy@tcd.ie

Folia Phoniatrica Et Logopaedica : Official Organ of the International Association of Logopedics and Phoniatrics (IALP)
|December 20, 2005
PubMed
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Problem-based learning (PBL) is a new strategy in UK and Ireland speech and language therapist education. Student feedback supports PBL, particularly for clinical preparation, with more experienced students showing greater approval.

Area of Science:

  • Speech and Language Therapy Education
  • Medical Education Strategies

Background:

  • Problem-based learning (PBL) is widely adopted in medical and dental fields globally.
  • PBL implementation in UK and Ireland speech and language therapy (SLT) programs is recent.
  • This study examines SLT students' views on PBL's effectiveness for clinical readiness.

Purpose of the Study:

  • To assess student perceptions of problem-based learning (PBL) in SLT education.
  • To identify the most and least effective aspects of PBL for clinical preparation.
  • To gather student recommendations for enhancing PBL in SLT curricula.

Main Methods:

  • A survey questionnaire was distributed electronically to students at two educational centers.
  • The survey collected student feedback on PBL's utility for clinical practice.

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  • Student reflections on PBL and suggestions for improvement were solicited.

    • Main Results:

    • The majority of students found PBL directly relevant to their clinical preparation.
    • More experienced students demonstrated stronger positive perceptions of PBL.
    • Key student concerns included the need for greater clinical relevance, especially in early course years.

    Conclusions:

    • PBL is a valuable learning strategy for speech and language therapist education.
    • Curriculum development should prioritize the clinical applicability of PBL problems.
    • Ongoing evaluation and adaptation of PBL are recommended for optimal student outcomes.