Graduate perspectives of a Problem-Based Learning (PBL) speech language pathology curriculum

Abstract

ABSTRACT Background: Problem-Based Learning (PBL) can have a positive effect on the development of clinical skills in speech-language pathology (SLP) students, however clinical placements remain the mainstay for teaching students these skills. To date no study has compared graduate SLP perspectives on PBL and clinical placements. Aims: The current study addresses the following research questions: (1) What are graduate SLPs’ attitudes and perceptions about learning in a PBL curriculum? and (2) How do graduate SLPs compare the perceived roles of PBL and clinical placements in preparing them for the workplace? Methods and Procedures: In this study 47 recently employed SLPs completed a survey investigating attitudes and perceptions of learning in a PBL curriculum and comparing the perceived roles of PBL and clinical placements in preparing them for practice. Outcomes and Results: Most participants were in favour of having a PBL curriculum compared to the more traditional, subject-based approach and did not feel their knowledge had been compromised. They reported that both PBL and clinical placement are important, and largely comparable, in developing clinical skills. However, an overall trend was observed whereby the less recent graduates rated the influence of PBL on clinical skills less strongly than more recent graduates. Conclusions and Implications: These results provide further evidence that students in tertiary health courses typically favour a PBL curriculum. The findings also offer preliminary support for delivering a PBL curriculum that runs in parallel to the clinical placement program as a means of value-adding to these students’ work readiness.