96123 Literature Review in Speech Pathology
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96119 Research Design in Speech Pathology AND 96120 Augmentative and Alternative Communication AND 96124 Swallowing Disorders AND 96122 Speech Pathology Clinical Practice 1
There are course requisites for this subject. See access conditions.
Description
Focused searching and evaluation of the knowledge base is a critical skill for speech pathologists. This subject deals with framing a relevant clinical question, setting inclusion and exclusion criteria on literature to be reviewed, searching for and locating relevant literature, extracting data from studies, appraising the quality of studies, analysing the data across studies, answering the clinical question, writing a literature review for clinical impact, and identifying gaps in the research. This subject prepares students for their future evidence-based practice.
Subject learning objectives (SLOs)
| 001. | Critically appraise models of evidence-based practice in speech pathology. |
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| 036. | Critically appraise the evidence base of interventions and approaches against selected theoretical frameworks. |
| 042. | Promote effective use of speech pathology interventions and strategies by clients and their family members and community members. |
| 048. | Use a process of reflection to identify areas for quality improvement. |
| 060. | Participate in research initiated and/or supported by others as appropriate. |
| 061. | Explain both qualitative and quantitative paradigms of research using examples from the field of speech pathology. |
| 062. | Appraise and report on selected research in terms of rigour and the degree of confidence that can be placed in the results. |
| 064. | Search for, locate, and identify research and related literature (e.g., clinical guidance documents, policy statements, laws and rules) relevant to the field of speech pathology. |
| 066. | Critically appraise research and directions for future speech pathology research. |
| 067. | Contribute new knowledge to the field of speech pathology through synthesis of the literature or original research. |
| 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)
- Reflect on their own knowledge, skills and attributes to identify areas for continuing professional development; and engage in learning activities that enable their further development of skills in contemporary practice. (2.1)
- Apply the design elements of research; analyse and synthesise literature; identify gaps in the literature; and be able to contribute to new research in the field of speech pathology. (2.2)
- Critically analyse and apply culturally safe communication and engagement practices to work effectively with and for Indigenous Australians across the Speech Pathology Profession. (4.1)
Contribution to the development of graduate attributes
Reviewing literature in speech pathology and related fields is a core knowledge subject in the Master of Speech Pathology program. This subject aims to equip students with the knowledge and skills to locate and review relevant scientific and other literature in the field (e.g., practice documents) and apply a critical lens to this in analysing information across studies. It provides an essential foundation for future critical inquiry and evidence-based practice in speech pathology. It also provides a strong foundation for reviewing literature in any future research project.
This subject contributes to the development of the following graduate attributes:
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.
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.
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.
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.
Teaching and learning strategies
Teaching and Learning Strategies
In this subject, students will participate in a range of teaching and learning strategies that are designed to assist them in developing the necessary skills to search, identify, appraise, critically analyse, and report on literature to answer clinical questions. Activities designed to support students in engaging with the search process, discussion of literature, and its presentation will be designed to support students in learn to writing their own literature review and in communicating this in different formats.
Preparation for Learning
To prepare for your learning in this subject you will need to complete the learning activities before attending class. These ‘before class’ activities include reading recommended materials, watching videos, and exploring online materials including websites and social media publications (e.g., blogs) relating to the subject. You will take part in discussions online and answer questions online that relate to the readings and class activities. Activities before class, during class, and after class will be outlined on the Canvas site for the subject.
Active Learning
Students learn about the searching and appraisal of literature through during class activities which is consolidated between classes. These active learning tasks are scaffolded so as to progress their understanding of the subject and their practical competence in using technologies to locate literature and to adequately extract data for comparison across studies. This involves the use of several computer-based technologies, including scientific databases, Word, Excel, and Endnote Libraries.
Collaborative Group work
It is essential that speech pathology students develop collaborative team skills, as these are required in clinical practice. Collaborative activities include small and large group discussion and group development of the content for assessment items. Students reflect on their own participation in collaborative and simulated learning activities and give professional and constructive feedback to their peers on collaboration.
Masterclasses
Masterclasses provide a key opportunity to engage in hands-on activities to apply theoretical knowledge and learn core skills for the use of scientific databases, software, and multimedia creation for reporting of a literature review. These skills provide foundational knowledge for further learning and application in the course. In these classes, you will learn about choosing search terms, databases, and setting inclusion and exclusion criteria over literature located in the search. You will learn ways to extract information from full text studies and report on the quality of each study before making comparisons across studies. Masterclasses give students hands-on experience in learning to use the technologies involved in completing the assessments. Students should bring their own internet-enabled device to each class.
Assessment
Assessment task 1: Creating a literature review protocol (Hurdle Task)
| Intent: | Speech pathologists often need to review literature in answering clinical questions. When presented with a clinical case study or scenario, they must identify the clinical questions and plan for how they will locate relevant literature to synthesize an evidence-based answer. Being able to establish an effective plan is key to the success of a review, and to working together as a team. In this assessment, students demonstrate their ability to respond to a clinical scenario and formulate a clinical question for review. They plan and problem-solve to identify terms and parameters that help to identify relevant literature to review. This helps to guide them towards relevant research evidence in scientific databases and ensure their scope of interest will locate relevant high-quality information that best addresses the clinical problem. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 048, 064, 066, 067 and 068 This task is aligned with the following course learning outcomes: 1.1, 2.1, 2.2 and 4.1 |
| Type: | Report |
| Groupwork: | Group, group assessed |
| Weight: | Mandatory task that does not contribute to subject mark |
| Length: | up to 1,000 words (on provided proforma) |
| Criteria: | Pass/Fail. See Canvas for a breakdown of pass criteria. |
Assessment task 2: Synthesizing literature to solve case-based research problems
| Intent: | When reviewing and synthesizing literature, determining what is and is not relevant is important in narrowing the focus to allow an in-depth understanding of current evidence informing clinical practice. In this assessment students demonstrate their ability to approach a clinical problem and question, narrow down the aims of a review, and decide on the scope and the most appropriate approach to reviewing the literature. They articulate their knowledge of the benefits of a literature review and the increased rigor that comes from synthesizing evidence from multiple sources. This helps them to recognize, express, and apply literature synthesis effectively in clinical contexts. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 001, 036, 048, 060 and 061 This task is aligned with the following course learning outcomes: 1.1, 2.1 and 2.2 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 60 minutes |
| Criteria: | See marking criteria in Canvas site. |
Assessment task 3: Extracting relevant information from relevant literature
| Intent: | Speech pathologists need to seek out and locate relevant information to answer clinical questions, from a variety of sources. Selecting sources, of a pre-determined type and quality, is an important first step in finding information to consider for reviewing the literature. Searching for and locating the information is the next important step; along with identifying what information should be extracted from each item of information located. Then the next step is being able to extract this information systematically for comparison across studies. This assessment enables to students to (a) demonstrate their ability to apply predetermined inclusion and exclusion criteria to selecting sources of information to consider in making clinical decisions and (b) extract and appraise relevant information from the sources for a subsequent assessment task to compare across studies through a critical analysis. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 001, 042, 048, 060, 061, 062, 064, 067 and 068 This task is aligned with the following course learning outcomes: 1.1, 2.1, 2.2 and 4.1 |
| Type: | Report |
| Groupwork: | Group, individually assessed |
| Weight: | 25% |
| Length: | Parts A and B as per proformas. Part C 500 words +/-10%. |
| Criteria: | See marking criteria on Canvas site. |
Assessment task 4: Science communication: Reporting on a body of literature
| Intent: | Speech pathologists are often asked clinical questions, or face clinical decisions, which require a scientific consideration of the literature and evidence-base. They also need to be able to identify whether the clinical question is answered in the literature.
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| Objective(s): | This task is aligned with the following subject learning objectives: 001, 042, 048, 060, 061, 062, 064, 067 and 068 This task is aligned with the following course learning outcomes: 1.1, 2.1, 2.2 and 4.1 |
| Type: | Project |
| Groupwork: | Group, individually assessed |
| Weight: | 35% |
| Length: | 3000 word (+- 10%) literature review (not including references and words in the tables). |
| Criteria: | See marking criteria on Cavas site. |
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
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)