A systematic program of research regarding the assessment of speech-language pathology competencies

McAllister, Sue, Lincoln, Michelle, Ferguson, Alison and McAllister, Lindy (2011) A systematic program of research regarding the assessment of speech-language pathology competencies. International Journal of Speech-Language Pathology, 13 6: 469-479. doi:10.3109/17549507.2011.580782


Author McAllister, Sue
Lincoln, Michelle
Ferguson, Alison
McAllister, Lindy
Title A systematic program of research regarding the assessment of speech-language pathology competencies
Journal name International Journal of Speech-Language Pathology   Check publisher's open access policy
ISSN 1754-9515
1754-9507
Publication date 2011-12-01
Sub-type Critical review of research, literature review, critical commentary
DOI 10.3109/17549507.2011.580782
Open Access Status Not Open Access
Volume 13
Issue 6
Start page 469
End page 479
Total pages 11
Place of publication London, United Kingdom
Publisher Informa Healthcare
Language eng
Abstract This paper explores the nature and development of competence in speech-language pathology and is informed by the development and validation of a competency-based assessment tool to assess Australian speech-language pathology students' professional performance in the workplace (COMPASSĀ®). Background is provided on speech-language pathology competency frameworks in Australia and a systematic program of research to validate this assessment tool. Findings relevant to understanding the nature and development of speech-language pathology competency are described. The domains of competence considered important for practice were found to extend beyond specific processes of professional practice to include generic competencies of Reasoning, Communication, Lifelong Learning, and Professionalism. The achievement of competency was identified as developmental, and clinical educators were found to validly and reliably identify seven levels of competency development. Competency may transfer across the scope of practice, and marginal students' performances were characterized by a high degree of variability. These findings are discussed in relation to the profession's understanding of competency and speech-language pathology education, professional development, and further research.
Keyword Competency
Professional development
Speech-language pathology education
Work-place
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Critical review of research, literature review, critical commentary
Collection: School of Medicine Publications
 
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