96116 Fundamentals in Speech Pathology
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Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96115c Evidence-based Practice in Speech Pathology AND 96117c Speech Sound Disorders in Children AND 96118c Language Disorders in Children
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
There are course requisites for this subject. See access conditions.
Description
Students learn the fundamentals of speech pathology, informing assessment of and intervention for communication and swallowing for children and adults. They gain knowledge in the anatomy (structure) and physiology (function) of the human body affecting cognition, communication, and swallowing. They also develop knowledge and skills in clinical linguistics and phonetics and apply these in relation to simulated cases. Lectures are complemented by supportive practical activities, as the development of practical skills and their application are a major part of the subject. This subject provides an essential introduction to and practice of the foundation skills needed in all other subjects in the Master of Speech Pathology (C04386).
Subject learning objectives (SLOs)
| 010. | Integrate appropriate digital health technologies with other service delivery options in the provision of speech pathology services. |
|---|---|
| 017. | Integrate knowledge of a client’s communication or swallowing disability with other factors affecting their management. |
| 020. | Observe and appraise speech pathology assessments and interventions. |
| 021. | Select and administer the most suitable assessment procedures. |
| 022. | Collect, analyse, and interpret assessment data accurately and appropriately. |
| 023. | Identify and accommodate cultural aspects of deafness and hearing impairment in speech pathology practice. |
| 024. | Integrate and apply knowledge of the relevant known genetic, anatomical, and neuro-anatomical body structures and functions involved in or impacting on cognition, communication, and swallowing; and the interaction of these with other body structures and functions. |
| 054. | Explain and enact appropriate infection control practices relevant to speech pathology practice. |
| 055. | Seek additional guidance, supervision, and mentorship in the management of communication and/or swallowing disorders as appropriate. |
| 068. | Demonstrate proficiency in using information and communication technologies for professional purposes in speech pathology. |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Practice as entry-level speech pathologists in the assessment, treatment and management of communication and swallowing disorders across the lifespan. (1.1)
- Apply the bio-psycho-social model of health and disability, as reflected in the World Health Organisation's International Classification of Function, Disability and Health; and integrate health and disability systems and concerns into their clinical practice. (1.2)
Contribution to the development of graduate attributes
This subject contributes to the development of graduate attributes:
1. Practice ready
Graduates of the Master of Speech Pathology are knowledgeable, practice-ready, entry-level clinicians. They are competent in the assessment, treatment, and management of communication and swallowing disorders across the lifespan as both independent and collaborative practitioners.
In this subject, students learn the foundation knowledge in anatomy and physiology and how these relate to areas of practice for Speech Pathology. Students also learn foundation skills in phonetic transcription, linguistics, and hearing.
2. Evidence-Based
Graduates of the Master of Speech Pathology are evidence-based practitioners who embrace the continual pursuit of knowledge. They make decisions that are informed by the latest research, practitioner expertise, client values, and the context of the decisions. Graduates use contemporary digital health technologies and are ready to draw upon the evidence base to contribute to the user-centred co-design of technological advances in the field of speech pathology.
This subject will contribute to graduate’s competence in making decisions that are informed by the latest research, practitioner expertise, client values, and the context of the decisions.
3. Professional and collaborative
Graduates of the Master of Speech Pathology have a professional, ethical, and person-centred inclusive approach to practice. They demonstrate effective communication skills with clients, families, and communities in the design and delivery of clinical services. Graduates keep abreast of local and global developments relevant to speech pathology, embrace opportunities for leadership roles, and advocate for the profession in team contexts. They integrate knowledge of health education and disability systems and concerns in national and global communities into their clinical practice.
In this subject, students learn and practice communication skills required during the assessment and management for people with communication or swallowing disorders, their families, and other health professionals relating to anatomy, physiology, hearing, linguistics and phonetics. These skills are fundamental to enable inter-professional and collaborative practice.
4. Culturally capable
Graduates of the Master of Speech Pathology are culturally capable professionals, who are able to reflect on and explain their own cultural perspectives. They accommodate cultural differences and achieve optimal outcomes through adopting a consultative approach. Graduates seek to engage with Indigenous Australian communities in the design of culturally sensitive and appropriate services, in support of the human right to self-determination. Graduates respect diversity in all people, including people with disability and people of diverse cultural and linguistic background.
In this subject, students learn about their own cultural awareness and ways to improve cultural safety in their approach to clients and service delivery. Students learn how to accommodate a range of diverse cultural perspectives into speech pathology services; to consult properly with Indigenous communities; and, to use person-centred and family-centred approaches.
Teaching and learning strategies
Preparation for Learning
Before each class, students will be expected to complete learning activities (e.g., reading a journal article or book chapter, reviewing videos) as outlined on the Canvas subject site. Students should use the on-line materials on Canvas to help them to be well organised and prepared for learning in each module. Resources used to prepare for class include any lecture notes, journal article or book chapter readings, multimedia materials, and class discussion points. The ‘before class’ activities will enable students to participate in the active learning experiences which include problem-solving and practical ‘hands on’ applications of the learning material.
Active Learning
The lectures and workshops in this subject are designed to provide both a theoretical introduction to topic content, evidence about the topic, and practical scenarios for application of the theory and research into practice. Lectures, workshops, and anatomy lab sessions are active in that they involve students engaging with peers and with the lecturer in learning. Case-based problem solving (e.g., scoring test items, analysing test results, completing quizzes, and contributing actively in small group and large group class discussions) and role-play situations provide several opportunities to apply and practice skills.
Practice-based Learning
Small and large group activities enable students to apply their knowledge to clinical situations. In this subject, students have the opportunity to learn and use clinical skills that are considered ‘fundamental’ to speech pathology and underpin knowledge in a wide range of clinical areas of practice in working with children and adults. Case-based learning is a form of authentic problem-based learning and a key learning strategy used in this subject. Example clinical cases (simulations) are analysed individually and in small groups. In simulations, students develop clinical reasoning skills and practice the application of theoretical knowledge. Students have the opportunity for hands-on learning including demonstration, peer learning and feedback, and repeated practice of skills over time.
Reflective Learning
Reflective practice helps to improve quality in speech pathology services. From week 1, this subject involves students in critical reflections on their learning, so as to identify areas for improvement and ways to build upon understanding and skills. Peer and self-evaluation are key concepts in the use of reflective learning.
Collaborative Learning
The ability to work well in a team is an essential skill for speech pathologists, who frequently engage in team-based service delivery and management with clients, their families, and other service providers. Collaborative teamwork is vital in high quality healthcare, education, and disability services in the community. In this subject, students will be expected to participate in individual, pair and small group activities that include group discussions, role-plays and reflections, case studies and workshops. All activities will be facilitated by teaching staff who provide feedback to guide your learning. Peer feedback is also encouraged.
Feedback
The ability to give and receive constructive feedback is an essential component of peer-based learning. Students will have several opportunities for providing and receiving feedback during class, particularly during simulations practicing clinical skills in workshops and assessment tasks. Students will also receive feedback from teaching staff and on assessment tasks.
Research-Integrated Teaching
Speech pathology is an evidence-based profession, and it is an ethical responsibility of speech pathologists to follow evidence-based practice. Classes in this subject are informed by the best available evidence. Students will be required to engage with the evidence through readings in the literature and discussion of the findings of research as applied in clinical scenarios.
Assessment
Assessment task 1: Linguistics and Phonetics
| Intent: | Speech pathologists need to understand the theory and practice of linguistics and phonetics in order to assess a client’s skills and identify treatment goals related to understanding or using language. This assessment is designed to assess the student’s knowledge of these basic building blocks of communication. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 020, 021, 022 and 068 This task is aligned with the following course learning outcomes: 1.1 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 40 minutes |
| Criteria: | See Canvas for the Assessment Criteria. |
Assessment task 2: Neuroanatomy and Neurophysiology Clinical Exam
| Intent: | Speech pathologists must have good knowledge and understanding of neuroanatomy and neurophysiology elements involved in the production of speech, language, voice and swallowing; to inform assessment and treatment. This assessment is designed to assess the student’s knowledge of human anatomy, specifically neuroanatomy, neurophysiology, and anatomy/neuroanatomy of the ear and hearing. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 017, 021, 022, 023 and 024 This task is aligned with the following course learning outcomes: 1.1 and 1.2 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 1 hour |
| Criteria: | See Canvas for the Assessment criteria. |
Assessment task 3: Practical case: assessment of oral function
| Intent: | Speech pathologists must have a good knowledge and understanding of the anatomy and physiology of the head and neck for speech, voice and swallowing. Students will be required to document aspects of assessment of oral musculature function. Students apply their knowledge of head and neck anatomy to a case-based assessment of oral structure. Students will also be required to explain the principles of infection control practices. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 024 and 054 This task is aligned with the following course learning outcomes: 1.1 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 1 hour |
| Criteria: | See Canvas for the Assessment criteria. |
Assessment task 4: Objective structured clinical examination
| Intent: | Speech pathologists need to apply their knowledge in the context of a holistic appreciation of the client’s presenting problem(s) and area(s) for assessment and intervention. Fundamental skills in speech pathology are important in providing assessment data to inform clinical decisions and include explaining assessment results to clients, their families, and other service providers. This assessment is part of a larger assessment (OSCE) that includes three other subjects (96115 Evidence-Based Practice in Speech Pathology, 96117 Speech Sound Disorders in Children and 96118 Language Disorders in Children). The OSCE involves four stations. Only one of the four stations will be devoted to this subject. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 010, 017, 020, 021, 023, 024 and 055 This task is aligned with the following course learning outcomes: 1.1 and 1.2 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 15 minutes per station |
| Criteria: | See Canvas for the marking criteria. Failure in this subject’s station in the OSCE does not affect performance in the other subjects’ stations in the OSCE. |
Minimum requirements
The minimum requirements to pass the subject are as follow:
- Attendance at a minimum of 85% of classes / online sessions.
- Submission of all subject assessment tasks
- Achievement of at least 50% grade overall across the subject assessment tasks
Required texts
Seikel, Drumright D., & Hudock, D. (2021). Anatomy and physiology for Speech, Language and Hearing (6th Ed.). Plural Publishing, Inc.
Linguistics and Phonetics Module: McLeod, S., McCormack, J., (2017). Introduction to Speech, Language and Literacy, Oxford.
Hearing Module: Required workbook will be provided. See Canvas.
Other:
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)