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Abstract

The current study builds upon a previous one that discovered students’ knowledge and application of neurological constructs improved following integrated instruction at the beginning of two medically-based, disorder-specific courses (motor speech disorders and aphasia). The current study tracks students’ ability to address increasingly more challenging case-based questions across a semester of integrated instruction between the same two disorder-specific courses (motor speech disorders and aphasia). Specifically, students’ original rubric-scored case responses, following a foundational integrated review (time 1), were compared to case responses involving differential diagnosis of motor speech disorders (time 2) or aphasias (time 3), and differential diagnosis of both aphasia and motor speech disorders within the same case question(time 4). Comparisons between average rubric scores for each time point revealed significant improvements in content knowledge and application from time 1 to times 2, 3, and 4 and from times 2 and 3 to time 4. Results suggest that integrating foundational course content and case-based activities may enhance or improve students’ application of knowledge to case scenarios requiring differential diagnosis of multiple disorder types.

DOI

https://doi.org/10.30707/TLCSD3.2Harvey-Northrup

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