PL1C1-Introduction to Clinical Studies

Module Provider: Clinical Language Sciences
Number of credits: 20 [10ECTS credits]
Level: 4
Terms in which taught: Autumn, Spring and Summer
Module Convenor: Mrs A Cox
Pre-requisites: All other BSc Speech and Language Therapy Part 1 modules
Co-requisites:
Modules excluded:
Module version for: 2009/0

Email: a.cox@reading.ac.uk

Aims:
The aims of this module are: to introduce the skill of applying theoretical frameworks to the collection, analysis and evaluation of data; to provide an introduction to atypical communication in children and acquired communication impairment in adults; to explore the role of a speech and language therapist and consider the service delivery context of speech and language therapy. In addition, generic clinical skills are introduced and practised.

Assessable learning outcomes:
By the end of this module it is expected that the students will be able to:

• Analyse and interpret data of an infant’s general development in the first year of life with reference to published developmental normative data.
• Assemble and present a profile of a specific child’s development from their objective observations and data collection

Additional outcomes
• Recognise how linguistics, medicine and psychology are related to the field of speech and language therapy.
• Recognise features of impaired communication across the life span.
• Illustrate how speech and language therapy services might be integrated in the school context, taking into account the processes in place in the UK education system to support children with special educational needs.
• Construct and give analytical feedback on oral case presentations.

Additional outcomes:
• Recognise how linguistics, medicine and psychology are related to the field of speech and language therapy.
• Recognise features of impaired communication across the life span.
• Illustrate how speech and language therapy services might be integrated in the school context, taking into account the processes in place in the UK education system to support children with special educational needs.
• Construct and give analytical feedback on oral case presentations.
• Identify personal learning style and team role and reflect on the impact of these preferences both as a learner and as a student clinician.

Outline content:
Child development assignment: This begins in the Autumn term and continues throughout the year, supported by seminars in Autumn and Summer terms. Students making home visits to a typically developing infant in order to collect and evaluate data according to standard developmental theory (child development assignment). Students present their studies to the rest of the group in assessed presentations during the Spring term.
Clinical Placements: Students will observe speech and language therapy sessions from the Autumn term and visit a mainstream school in the Summer term. The Early Years visits take place in the Summer Vacation.
Seminars: Most of the teaching takes place via seminars and video workshops. Topics covered include: the context of speech and language therapy service delivery; generic clinical skills; using developing knowledge of linguistics, psychology and medicine in order to recognise and explain features of communication impairment.
Lectures: In the Summer term there are four hours of lectures on the education system in the UK.

Brief description of teaching and learning methods:
Lectures; clinical workshops; seminars; clinic placements; and use of VLE for clinical discussions.

Contact hours:

	Autumn	Spring	Summer
Lectures			4
Tutorials/seminars	10	17	4
Practicals	4 (CDS) + 2	4 (CDS) + 2	10(4 CDS, 6 school visit)
Other contact (eg study visits)			6 (observation clinic)
Total hours	16	23	24
Number of essays or assignments		1 (oral presentation)	1 (CDS)
Other (eg major seminar paper)

Assessment:
Coursework: Oral presentation on development during early infancy observed as part of the child development study (Spring term). A Child Development Assignment (2000 words), to be submitted on the first day of the Summer term.


Relative percentage of coursework: 100%: 50% for the oral presentation; 50% for the child development assignment.

Penalties for late submission: Penalties for late submission of coursework will be those specified by the University.

Examinations: None

Requirements for a pass: An average of 40% for the coursework set in this module.


Reassessment arrangements: Coursework will be carried forward if it bears a mark of 40%. Otherwise it must be resubmitted by 1st September.

Last updated: 23 November 2009