Abstract
Purpose: To describe what researchers are investigating and how they are measuring the constructs of their investigations within the speech-language pathology (SLP) clinical education literature.
Method: A scoping review methodology (Arksey & O’Malley, 2005) was employed to develop a picture of clinical education articles which reported a measured outcome. Articles that met criteria were categorized by the purpose of the investigation and the outcome measures reported.
Result: 124 articles met inclusion criteria. Analysis of study purposes revealed a wide breadth of foci that were grouped into four broad clusters: Outcome Measures, Student Perspectives, Educational Contexts, and Teaching Methods. Most of the studies in the corpus relied only on student self-report measures. In addition, any specific outcome measure was typically used only once and not found in subsequent studies. Trends indicate a variety of constructs are being studied at an exploratory level with limited in-depth investigation.
Conclusion: Given the inconsistency of outcome measures and reliance on self-report measures, more research is needed to validate recommendations of best practices in clinical education. Areas of need include developing and implementing validated outcomes, more frequent investigation of clinical education using measures other than student self-reports, and testing theories found in other fields.
Recommended Citation
Wolford, G. W.,
Fissel Brannick, S.,
Strother, S.,
&
Wolford, L.
(2021).
Clinical Education Outcomes and Research Directions in Speech-Language Pathology: A Scoping Review.
Teaching and Learning in Communication Sciences & Disorders, 5(2).
DOI: https://doi.org/10.30707/TLCSD5.2.1624983591.656565
