Towards an Integrated Curriculum in a Speech and Language Pathology Education Programme: Development and Constituents’ Initial Responses

Abstract

<b><i>Background:</i></b> A traditional curricular structure may challenge integration between foundational and clinical sciences in speech and language pathology (SLP) education. This project aimed to increase curriculum integration at a Swedish SLP education programme. <b><i>Methods:</i></b> Learning outcomes in the existent curriculum were copied from their original courses and re-structured with reference to vertical tracks, in order to address them within and across years of study. A content analysis of interviews with teachers and students was conducted for the evaluation of curricular change. <b><i>Results:</i></b> Among the changes were earlier introduction to clinical science and revisiting of foundational sciences later in the education. Theme concepts were defined to scaffold horizontal integration, whereas revisited use of documented material was formalized to ensure vertical integration. In evaluation interviews, multiple examples were provided of how the new curriculum was perceived as being more integrated, with horizontal themes and vertical tracks providing structure. Concerns raised highlight the importance of appointing clear responsibilities. <b><i>Conclusions:</i></b> The concepts “gaps” and “overlaps” may guide remediation of areas where increased curricular integration is warranted. Serial child observations running through the curriculum may provide a platform for both horizontal and vertical integration. For maintenance of curricular integration, clear responsibilities are needed, stretching across course and semester boundaries.

Perspective on a Vertical Integration Using Electives—Not with a Bang, but a Whimper

“…Today's European guidelines from the European Parliament and Council [44,45], building upon the longest tradition of legal medicine in the world, impose Europe as the most likely solution to all curriculum and vertical-integration problems [13,33,74].…”

Validez de contenido para una entrevista autobiográfica para adultos mayores

“…En este contexto y específicamente para la Fonoaudiología, la generación de un vínculo de comunicación efectivo y de calidad es una premisa fundamental para la relación clínico -persona/ paciente. Los lineamientos, organización y estructura de las entrevistas clínicas son rápidamente implementados como parte de las competencias más básicas de la formación de pregrado, incorporado diversos mecanismos para asegurar la estandarización y calidad de esta herramienta (4) , elemento fundamental para cumplir con estándares de calidad sugeridos por la práctica basada en la evidencia en la actuación fonoaudiológica y que además releve el carácter dialógico de la relación que dicho profesional establece con los beneficiarios de sus prestaciones.…”

Content validity for an autobiographical interview for older adults

“…In this context and specifically for speech-language therapy, the generation of an effective and quality communication link is a fundamental premise for the clinician-person/patient relationship. The guidelines, organization, and structure of clinical interviews are quickly implemented as part of the most basic competencies of undergraduate training, incorporating various mechanisms to ensure the standardization and quality of this tool (4) , a fundamental element to comply with quality standards suggested by the evidence-based practice in speech-language therapy and that also highlights the dialogical nature of the relationship that this professional establishes with the beneficiaries of his services.…”