Abstract
Even though speech-language pathologists (SLPs) must participate in continuing education programs, little is known about the effectiveness of these learning opportunities. This preliminary study provides empirical assessment of the impact of a problem-based learning (PBL) CE activity on SLPs as perceived by themselves and their Instructors. Twenty-five experienced SLPs participated in an intensive multi-day, PBL workshop on childhood apraxia of speech. Significant differences in the SLPs’ self-perceived clinical efficacy between T1 and T2, as well as T2 and T3. At T3, Instructors rated the clinical efficacy of the SLPs as “very good” to “excellent.” Qualitatively, SLPs reported increased confidence, critical thinking, and improved assessment/treatment skills following the training at T3. The SLPs also stated this workshop stood apart from other CE models due to the intensity of learning, the professionals and mentors available to them during and after the education experience, as well as instructional elements associated with PBL such as a focus on small group case-based discussion. Study limitations, implications and future directions are discussed.
Recommended Citation
Overby, M. S., & Rusiewicz, H. L. (2018). Impact and Perceived Benefits of a Problem-Based Learning Workshop for Continuing Education in Speech-Language Pathology: A Pilot Study. Teaching and Learning in Communication Sciences & Disorders, 2(1).
