liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Experiences from Two Swedish Speech and Language Pathology Education Programmes Using Different Approaches to Problem-Based Learning
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. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Anaesthetics, Operations and Specialty Surgery Center, Department of Otorhinolaryngology in Linköping.ORCID iD: 0000-0003-2208-0630
2012 (English)In: Problem-Based Learning in Clinical Education: The Next Generation / [ed] Susan Bridges, Colman McGrath and Tara L. Whitehill, Dordrecht: Springer Netherlands, 2012, 47-58 p.Chapter in book (Other academic)
Abstract [en]

In many programmes within higher education, including speech language pathology (SLP) education, students are expected to develop collaborative skills alongside acquisition of theoretical knowledge. The focus of the present chapter is to evaluate SLP graduates’ opinions on how well prepared for the professional life they feel after their education. A questionnaire, focusing on perceived professional skills in relation to education, was distributed to former SLP students from two programmes with different applications of problem-based learning (PBL). A total of 55 students (69%) completed the questionnaire. PBL has been identified as one efficient way to facilitate the development of speech and language pathology students’ abilities to meet the demands of self-directed learning in everyday worklife. Moreover, it has been shown that the use of PBL throughout the programme is beneficial to the perception of attaining general competencies. It is also demonstrated that the students from both the PBL throughout and the semi-PBL curricula rated themselves high on many specific competencies.

Place, publisher, year, edition, pages
Dordrecht: Springer Netherlands, 2012. 47-58 p.
Series
Innovation and Change in Professional Education, ISSN 1572-1957 ; Vol 8
Keyword [en]
Medical education, Problem-based learning
National Category
Other Health Sciences
Identifiers
URN: urn:nbn:se:liu:diva-85618DOI: 10.1007/978-94-007-2515-7_4ISBN: 978-94-007-2514-0 (print)ISBN: e-978-94-007-2515-7 OAI: oai:DiVA.org:liu-85618DiVA: diva2:572048
Available from: 2012-11-26 Created: 2012-11-26 Last updated: 2015-09-22Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full textFind book at a Swedish library/Hitta boken i ett svenskt bibliotekFind book in another country/Hitta boken i ett annat land

Authority records BETA

Samuelsson, ChristinaLundeborg, IngerMcAllister, Anita

Search in DiVA

By author/editor
Samuelsson, ChristinaLundeborg, IngerMcAllister, Anita
By organisation
Speech and Language PathologyFaculty of Health SciencesDepartment of Otorhinolaryngology in Linköping
Other Health Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
isbn
urn-nbn

Altmetric score

doi
isbn
urn-nbn
Total: 135 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf