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Specific and general competencies of graduates from Swedish speech and language pathology education
Linköping University, Faculty of Health Sciences. Linköping University, Department of Clinical and Experimental Medicine, Speech and Language Pathology .
Linköping University, Faculty of Health Sciences. Linköping University, Department of Clinical and Experimental Medicine, Speech and Language Pathology .
Linköping University, Faculty of Health Sciences. Linköping University, Department of Clinical and Experimental Medicine, Speech and Language Pathology . Östergötlands Läns Landsting, Reconstruction Centre, Department of ENT - Head and Neck Surgery UHL.ORCID iD: 0000-0003-2208-0630
2008 (English)In: The Second International Conference on PBL in Speech-Language Pathology,2008, 2008Conference paper, Published paper (Refereed)
Abstract [en]

  The topic of the present study is the relationship between the pedagogical philosophy of education and the professional outcome, mainly regarding general competencies. The overall purpose of the study is to evaluate postgraduates- opinions on how well prepared for the professional life they feel after their speech and language pathology education. Previous research have shown differences in professional skills between problem-based learning (PBL) and non-PBL graduates (Prince, van Eijs, Boshuzien, van der Vleuten & Scherpbier, 2005). Those differences mainly concern general competencies such as organizational skills and teamwork. These findings get further support from the evaluation of the Swedish medical education programmes, where PBL-graduates report better communicational, co-operational and leadership skills than non-PBL graduates (Grundutbildningsenkäten, 2006). PBL is a student centred pedagogical philosophy where students are encouraged to be very active. In PBL real-life problems become the context in which students learn academic content as well as professional skills (Biggs, 2003). The first Swedish speech language pathology program using PBL throughout the program was completed in 2007, and the graduate students have participated in an evaluation of the program. A comprehensive questionnaire, focusing on perceived professional skills in relation to education, was distributed to the students of this program, to students from a partial PBL curriculum who graduated the same year and to students from a partial PBL curriculum who finished in 2002. Preliminary results indicate that the PBL graduates feel well prepared for meeting the demands of the professional life. The results also suggest that the students who finished their education six years ago feels more able to evaluate their education. These students also seem more satisfied. The present study adds further knowledge concerning outcomes of higher medical education. It also points to differences between PBL graduates and non-PBL graduates regarding professional experiences. The study also provides information on how the opinions of the educational experience changes over time.

Place, publisher, year, edition, pages
2008.
National Category
Medical and Health Sciences
Identifiers
URN: urn:nbn:se:liu:diva-43803Local ID: 74844OAI: oai:DiVA.org:liu-43803DiVA: diva2:264663
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2015-09-22

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Samuelsson, ChristinaLundeborgHammarström, IngerMcAllister, Anita

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