Abstract
Speech-language pathologists use critical thinking on a daily basis to identify, evaluate, and implement evidence-based practices with their clients. Currently, however, there are minimal data describing the critical thinking of undergraduate students in the field of communication sciences and disorders. Without these data, it is unclear if and how students’ critical thinking differs at various points during their pre-service training. In the present study, we used the Cornell Critical Thinking Test – Level Z to describe the general critical thinking skills of 142 undergraduate students enrolled in two lower- (n = 95) and upper- (n = 47) level courses at a single university. We found no statistically significant differences between these two groups on the CCTT regarding their overall critical thinking performance (p = .068) or their skills of induction (p = .970), deduction (p = .160), observation (p = .384), assumptions (p = .342), or meaning interpretation (p = .155). Upper-level students, however, did consistently score slightly higher than their lower-level counterparts. Faculty should continue to develop undergraduate students’ critical thinking during their course of study. Although critical thinking appears to develop over the course of students’ undergraduate careers, formal instruction might be necessary to develop the skills necessary for successful practice as speech-language pathologists.
Highlights
Critical thinking is essential for successful practice in the field of speech-language pathology (American Speech-Language-Hearing Association [ASHA], 2018)
ASHA has acknowledged its importance in pre-service professional development, there remains a dearth of information regarding the critical thinking abilities of undergraduate students pursuing future careers in the field of communication sciences and disorders (CSD; Mok et al, 2008)
We investigated the difference in critical thinking skills between lower- and upper-level undergraduate students using the Critical Thinking Tests (CCTT)-Z, a standardized measure of global critical thinking abilities, in a sample of 142 participants recruited from a single university
Summary
Critical thinking is essential for successful practice in the field of speech-language pathology (American Speech-Language-Hearing Association [ASHA], 2018). ASHA has acknowledged its importance in pre-service professional development, there remains a dearth of information regarding the critical thinking abilities of undergraduate students pursuing future careers in the field of communication sciences and disorders (CSD; Mok et al, 2008). Many studies investigating critical thinking in the field of CSD have relied on contextualized or researcher-developed outcome measures that make comparisons across the literature difficult. A better understanding of undergraduate students’ critical thinking is necessary to ensure that the future of the profession is prepared to find, interpret, and apply evidence in the assessment and treatment of communication disorders—especially as they are bombarded with information from myriad sources of varying quality
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