Curricular Unit:			Code:
Clinical Education I			1023EC1
Year:	Level:	Course:	Credits:
3	Undergraduate	Speech Therapy	8 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	104
Learning Outcomes of the Curricular Unit:
LO1. To demonstrate, in writing and orally, evidence of clinical reasoning in the analysis and integration of data on communication disorders, language, speech and other oro-motor disorders; LO2. Identify relevant information in each consultation, structuring it in the stages of clinical reasoning (collection of anamnesis data, implementation of protocols and evaluation tests, identification and achievement of intervention objectives based on different functional diagnoses); LO3. Build planning sheets and query registration for the tracked cases, interpreting the included items; LO4. Master knowledge related to evaluation, diagnosis and intervention in the clinical area of the Speech Therapist, to elaborate a reflective case study; LO5. Identify key issues and propose therapeutic solutions;
Syllabus:
CP1. Direct intervention and observation of the therapeutic pair (100H) CP2. Discussion of clinical cases (clinical monitoring+community project) (60H) CP3. Construction of the clinical teaching file with the compilation of all the case studies followed throughout the semester (40H).
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
LO1 is associated with content 1, 2 LO2 is associated with content 1, 2 LO3 is associated with content 3 LO4 is associated with content 1, 2 LO5 is associated with content 1
Teaching Methodologies (Including Evaluation):
The internship takes place in the context of real clinical practice in the pedagogical clinic of TF-PF. Direct clinical practice is complemented with clinical discussion meetings where the advisor guides the student in the elaboration of his clinical reasoning and EBE research to implement with his/her cases. In parallel, in the project component in the community, after observing the context of project implementation, the students identify the existing problems and, with the guidance of the teacher, the focus of action is selected as well as the project is designed and implemented. Strategies such as: Collaborative teaching are used; Discussion in small and large group; Case study; brainstorming and role-play sessions; Self-directed learning. Evaluation: Clinical of 2 case guidance, with COMPEC TF resource + participation in clinical monitoring meetings (10%) + internship dossier (60%) - 70%. Active and assertive participation in the conduct of the project in the community - 30%.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The objective of promoting the consolidation and development of skills acquired throughout the course, by integrating the student into a professional situation structured on the basis of an intervention plan, is consistent with a methodology that is implemented in the individualized monitoring of the student, by the supervising teacher. In clinical education I and II, the context of action is the pedagogical clinic of speech therapy, and the two units are essentially distinguished by the degree of autonomy required of the student and the number of oriented cases, higher in clinical education II. Through the oriented conduction of the intervention of real cases, a student-centered learning is carried out, with the opportunity to identify problem situations, do directed research, visualize different models of action (through videos and /or role play) during the meetings of discussion of clinical cases, as a basis for the implementation of their own action plans. In the Community Project component, through the project-based methodology, the student is called to observe reality, identify and analyze the problem, basing through research its analysis, identify resources and finally propose and test solutions. We thus develop, in addition to clinical knowledge, other fundamental competencies in the professional of creativity, proactivity, team collaboration, empathy and assertive communication with mastery of linguistic skills (oral and written) in the exhibition of clinical reasoning and decision making. A methodology characterized by problem based learning is then foreseen, especially through the construction of observing, analyzing, seeking knowledge and making decisions, based on case studies and projects in the community, allowing the student to be active in the search and construction of knowledge, combining professional technical development with the development of transversal competencies fundamental to any health professional of the 21st century.
Reading:
Paul, R. (2007) Introduction to clinical methods in communication disorders Baltimore : Paul H. Brooks Publishing, 2007 Shipley, K.; McAfee, K. (2004) Assessment in speech-language pathology : a resource manual.Clifton Park : Delmar Learning Dwight, D. (2015). Here's how to do therapy: hands-on core skills in speech-language pathology. 2nd ed. San Diego: Plural Publishing. Kenneth G. Shipley, J. McAfee (2004). Assessment in speech-language pathology: a resource manual. 3ª ed. - Clifton Park: Delmar Learning, 28 cm + 1 CD-ROM
Lecturer (* Responsible):
Daniela Vieira (dvieira@ufp.edu.pt) Rita Alegria (ralegria@ufp.edu.pt)