Problem-based learning, critical thinking and concept mapping in speech-language pathology education: A review

Area of Science:

• Medical Education
• Speech-Language Pathology

Background:

• Limited research exists on learning outcomes in speech-language pathology (SLP) programs.
• Critical thinking is a crucial skill for clinical decision-making in SLP.
• Concept mapping shows potential for assessing and improving critical thinking.

Purpose of the Study:

• To review literature on problem-based learning (PBL), concept mapping, and critical thinking in SLP education.
• To elucidate the interplay between PBL, critical thinking, and concept mapping.
• To understand how PBL in SLP programs can foster critically thinking graduate clinicians.

Main Methods:

• Literature review focusing on problem-based learning, concept mapping, and critical thinking.
• Analysis of existing studies relevant to speech-language pathology student education.

Main Results:

• Problem-based learning (PBL) is identified as a method to promote critical thinking and lifelong learning.
• Concept mapping can be utilized to assess and potentially enhance critical thinking skills.
• PBL facilitates more meaningful learning and better integration of theory and practice.

Conclusions:

• PBL, concept mapping, and critical thinking are closely interconnected in SLP education.
• Implementing PBL in SLP programs can enhance the development of critical thinking skills in students.
• Evidence suggests PBL leads to improved theoretical-practical integration for future clinicians.