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A developmental conceptualization of clinical problem solving

N Moses1, D A Shapiro

  • 1Long Island University, Department of Speech, Communication Sciences, and Theater, Brooklyn, New York 11201, USA.

Journal of Communication Disorders
|May 1, 1996
PubMed
Summary
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This study applied a cognitive learning theory taxonomy to assess clinician development in problem-solving skills. Results support using developmental profiles to improve speech-language pathology training.

Area of Science:

  • Cognitive Psychology
  • Speech-Language Pathology Education

Background:

  • Assessing clinician development is crucial for effective professional training.
  • Cognitive learning theory provides a framework for understanding skill acquisition.

Purpose of the Study:

  • To evaluate the clinical performance of student speech-language pathologists from a developmental perspective.
  • To apply a taxonomy based on cognitive learning theory to analyze clinician problem-solving skills.

Main Methods:

  • A taxonomy based on cognitive learning theory (Shapiro & Moses, 1989) was utilized.
  • Videotaped clinical sessions of three student clinicians were analyzed.
  • Clinicians were assessed on perspective taking, variables considered, and solutions generated.

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Main Results:

  • Three distinct developmental profiles emerged across the three problem-solving domains.
  • The analysis revealed differences in problem-solving skills related to developmental levels.
  • The taxonomy proved effective in differentiating skill levels among clinicians.

Conclusions:

  • A developmental conceptualization is valuable for assessing and facilitating problem-solving skills in speech-language pathology.
  • This approach can enhance the professional preparation of future speech-language pathologists.
  • Further research can refine developmental assessment tools for clinical education.