Performance of speech-language pathology students in problem-based learning tutorials and in clinical practice

Area of Science:

• Speech-language pathology education
• Medical education
• Clinical competency assessment

Background:

• Problem-based learning (PBL) is a common pedagogical approach in health professions education.
• Validating PBL performance with subsequent clinical outcomes is crucial for curriculum development.
• Assessing clinical skills requires reliable and standardized evaluation tools.

Purpose of the Study:

• To determine if speech-language pathology students' performance in problem-based learning (PBL) tutorials predicts their clinical performance.
• To compare two clinical evaluation methods: a custom HKU form and the standardized COMPASS® assessment.
• To establish correlations between PBL engagement and clinical skill acquisition.

Main Methods:

• Correlational analysis was used to compare PBL tutorial scores with clinical performance scores.
• Student performance was assessed in PBL tutorials (reflective journals, participation, reading forms).
• Clinical performance was evaluated using the HKU clinical evaluation form and the COMPASS® assessment.

Main Results:

• Significant correlations were found between PBL tutorial performance (journals, participation) and clinical skills (treatment, interpersonal) on the HKU form.
• PBL participation correlated with overall clinical performance and generic/occupational competencies on COMPASS®.
• PBL reading and journal performance also showed significant correlations with specific occupational competencies and overall scores on COMPASS®.

Conclusions:

• PBL tutorial performance is a significant predictor of clinical performance in speech-language pathology students.
• The COMPASS® assessment demonstrates utility for evaluating clinical performance in Hong Kong.
• Clear behavioral descriptors are needed for PBL tutorials and clinical practice to enhance student development.