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Related Experiment Video

Updated: May 9, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

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

Diana W L Ho1, Tara L Whitehill, Valter Ciocca

  • 1Speech and Hearing Sciences, The University of Hong Kong , Hong Kong and.

Clinical Linguistics & Phonetics
|July 30, 2013
PubMed
Summary

Speech-language pathology students

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05:19

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Published on: June 1, 2015

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.