Development of a Clinical Philosophy by Graduate Students in Speech-Language Pathology

Abstract

The development of a clinical practice philosophy statement can assist in conceptualizing and synthesizing core beliefs about the practice of speechlanguage pathology. In this investigation, graduate students in speech-language pathology at Kent State University participated in a preliminary validation study of a clinical philosophy practice statement process. The investigation consisted of two major components: First, students wrote their own clinical practice philosophy statements, which were subjected to thematic analysis. Next, students completed a survey to determine their perceptions about the process. Major themes were identified that have implications for speech-language pathology graduate student preparation. Finally, students found most of the individual guiding questions important and clearly stated, and felt that the process was valuable.

Collaborative Methods for Training Evidence-Based Practice: The Triad Model

“…Although most students recognized the importance of critical thinking as essential for best practice, none of them was noted to report on "concepts such as datadriven assessment of progress, theory-driven practice, or a distinction between methods and materials" (Mitchell & Audet, 2005, p. 137) as skills that are essential for best practice (i.e., external evidence factors-Prong 1 of EBP). Further, no student reflected on the application of scientific knowledge to promote clients' success as crucial for best practice, reflecting the lack of integration of the three prongs of EBP (Mitchell & Audet, 2005). This finding clearly underscores the gap between theory and clinical practice.…”

“…For example, students and CFs may have differing views on the outcomes of academic training and clinical practice, or they may perceive the two sections of the training program as distinct and separate entities, which can result in problems bridging the gap between scientific knowledge and evidencebased clinical practice. Mitchell and Audet (2005) asked graduate students who were completing a course on "transition to clinical practice" to develop clinical philosophy statements using a set of structured guided reflection questions. Based on the clinical philosophy statements, the authors found that the students were predominantly functioning from a "humanistic" viewpoint rather than a "scientific" one and had "not begun to integrate the two" (p. 139).…”