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Comparing alternate learning pathways within a problem-based learning speech-language pathology curriculum.

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Speech-language pathology students find problem-based learning (PBL) effective for clinical skill development. Preparation and facilitator style significantly impact the learning experience for all students, regardless of their academic pathway.

Keywords:
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Area of Science:

  • Medical Education
  • Allied Health Sciences

Background:

  • Problem-based learning (PBL) is an active learning approach increasingly adopted in health professions education.
  • Understanding student experiences within PBL curricula is crucial for optimizing pedagogical strategies.

Purpose of the Study:

  • To investigate the learning process of speech-language pathology (SLP) students in a PBL curriculum.
  • To compare the perspectives of students from undergraduate and graduate entry pathways on their PBL experiences.

Main Methods:

  • Qualitative study involving 16 final-year SLP students.
  • Data collected through focus groups (four groups, each with two students from each pathway).
  • Thematic analysis of semi-structured interview data.

Main Results:

  • Students across both pathways reported similar themes regarding PBL expectations and experiences.
  • PBL was perceived as a productive method for learning and developing clinical competencies.
  • Variations in facilitation styles and the importance of pre-semester experiential learning opportunities were highlighted.

Conclusions:

  • Integrating students from diverse academic backgrounds enhances the PBL learning process.
  • Adequate preparation is essential for all students, irrespective of their entry pathway.
  • The role of the facilitator is critical in shaping the overall PBL learning experience.