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

Dodd, Barbara J., Mok, Cecilia K. F. and Whitehill, Tara L. (2008) Problem-based learning,critical thinking and concept mapping in speech-language pathology education: A review. International Journal of Speech-Language Pathology, 10 6: 438-448. doi:10.1080/17549500802277492


Author Dodd, Barbara J.
Mok, Cecilia K. F.
Whitehill, Tara L.
Title Problem-based learning,critical thinking and concept mapping in speech-language pathology education: A review
Journal name International Journal of Speech-Language Pathology   Check publisher's open access policy
ISSN 1754-9507
Publication date 2008-01-01
Sub-type Critical review of research, literature review, critical commentary
DOI 10.1080/17549500802277492
Open Access Status Not yet assessed
Volume 10
Issue 6
Start page 438
End page 448
Total pages 10
Editor Sharynne McLeod
Place of publication UK
Publisher Informa Healthcare
Language eng
Subject C1
920107 Hearing, Vision, Speech and Their Disorders
111403 Paediatrics
Abstract Despite 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.
Keyword Problem-based learning
critical thinking
concept mapping
clinical education
fieldwork education
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Critical review of research, literature review, critical commentary
Collections: 2009 Higher Education Research Data Collection
UQ Centre for Clinical Research Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 10 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 11 times in Scopus Article | Citations
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Created: Sun, 29 Mar 2009, 23:24:02 EST by Amanda Barnett on behalf of UQ Centre for Clinical Research