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Article: Problem-based learning, critical thinking and concept mapping in speech-language pathology education: A review

TitleProblem-based learning, critical thinking and concept mapping in speech-language pathology education: A review
Authors
KeywordsClinical education
Concept mapping
Critical thinking
Fieldwork education
Problem-based learning
Issue Date2008
PublisherInforma UK Ltd
Citation
International Journal Of Speech-Language Pathology, 2008, v. 10 n. 6, p. 438-448 How to Cite?
AbstractDespite speech-language pathology (SLP) education undergoing many innovative changes over the years, there has been little research about learning or outcomes in SLP programs. Critical thinking in clinical decision-making, however, has been identified as a critical skill in SLP. Several recent studies have shown that concept mapping can be used to assess, and perhaps enhance, critical thinking. Problem-based learning (PBL) is reported to be one way to encourage critical thinking and life-long learning. Here we review the literature in PBL, concept mapping, and critical thinking, focusing on the education of SLP students. The review illustrates the close and complex interactions amongst problem-based learning, critical thinking and concept mapping. The aim of the review is to provide a better understanding of the mechanism of PBL, and to increase understanding regarding why the employment of PBL in SLP programs may facilitate critically-thinking graduate clinicians. The evidence indicates that PBL allows more meaningful learning that promotes better integration between theory and clinical practice.
Persistent Identifierhttp://hdl.handle.net/10722/60005
ISSN
2015 SCImago Journal Rankings: 0.543
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorMok, CKFen_HK
dc.contributor.authorWhitehill, TLen_HK
dc.contributor.authorDodd, BJen_HK
dc.date.accessioned2010-05-31T04:01:59Z-
dc.date.available2010-05-31T04:01:59Z-
dc.date.issued2008en_HK
dc.identifier.citationInternational Journal Of Speech-Language Pathology, 2008, v. 10 n. 6, p. 438-448en_HK
dc.identifier.issn1754-9515en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60005-
dc.description.abstractDespite speech-language pathology (SLP) education undergoing many innovative changes over the years, there has been little research about learning or outcomes in SLP programs. Critical thinking in clinical decision-making, however, has been identified as a critical skill in SLP. Several recent studies have shown that concept mapping can be used to assess, and perhaps enhance, critical thinking. Problem-based learning (PBL) is reported to be one way to encourage critical thinking and life-long learning. Here we review the literature in PBL, concept mapping, and critical thinking, focusing on the education of SLP students. The review illustrates the close and complex interactions amongst problem-based learning, critical thinking and concept mapping. The aim of the review is to provide a better understanding of the mechanism of PBL, and to increase understanding regarding why the employment of PBL in SLP programs may facilitate critically-thinking graduate clinicians. The evidence indicates that PBL allows more meaningful learning that promotes better integration between theory and clinical practice.en_HK
dc.languageengen_HK
dc.publisherInforma UK Ltden_HK
dc.relation.ispartofInternational Journal of Speech-Language Pathologyen_HK
dc.subjectClinical educationen_HK
dc.subjectConcept mappingen_HK
dc.subjectCritical thinkingen_HK
dc.subjectFieldwork educationen_HK
dc.subjectProblem-based learningen_HK
dc.titleProblem-based learning, critical thinking and concept mapping in speech-language pathology education: A reviewen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1754-9515 (electronic) 1754-9507 (paper)&volume=10&issue=6&spage=438&epage=448&date=2008&atitle=Problem-based+learning,+critical+thinking+and+concept+mapping+in+speech-language+pathology+education:+A+reviewen_HK
dc.identifier.emailWhitehill, TL: tara@hku.hken_HK
dc.identifier.authorityWhitehill, TL=rp00970en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/17549500802277492en_HK
dc.identifier.scopuseid_2-s2.0-69849133965en_HK
dc.identifier.hkuros157851en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-69849133965&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume10en_HK
dc.identifier.issue6en_HK
dc.identifier.spage438en_HK
dc.identifier.epage448en_HK
dc.identifier.eissn1754-9515-
dc.identifier.isiWOS:000266383700006-
dc.identifier.scopusauthoridMok, CKF=35559221200en_HK
dc.identifier.scopusauthoridWhitehill, TL=7004098633en_HK
dc.identifier.scopusauthoridDodd, BJ=7006624191en_HK

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