Abstract
Clinical Decision-making in Speech-Language Pathology Graduate Students: Quantitative Findings
Highlights
Part of the Scholarship of Teaching and Learning Commons, and the Speech Pathology and Audiology Commons
Recruitment of participants was conducted with approval of the Internal Review Board (IRB) at James Madison University (JMU)
Participants were recruited from a convenience sample consisting of 22 first year students enrolled in a five-semester speech-language pathology graduate program at JMU; the program is accredited by the American Speech-Language-Hearing Association (ASHA)
Summary
Part of the Scholarship of Teaching and Learning Commons, and the Speech Pathology and Audiology Commons. Clinical decision-making, a product of critical thinking, is defined as a “contextual, continuous, and evolving process,” where data are “gathered, interpreted, and evaluated” in order to make an evidence-based decision Practicing clinicians are continually engaged in the decision-making process as they perform differential diagnosis and provide treatment to persons with communication disorders. Clinicians’ decision-making skills are the foundation for the development and implementation of high quality clinical care (American Speech-Language-Hearing Association [ASHA], 2005). Finn (2011) suggested requiring the critical thinking to be taught in professional training programs, declaring it a core skill of 21st century education. As Abrambi et al explained, students are more likely to learn how to think critically when they are taught the skills directly
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