Speech and Language Therapy: Clinical Reasoning 2, Internship and Seminar

22B0328

Bachelor

German

5.0

only summerterm

1 semester

This advanced module aims at intensifying the interlock of theory and practice that was already started in the previous semester within the foundation module Clinical Reasoning 1 (KU 1) in speech and language therapy, and thus deepening the application expertise in the clinical context. Specific emphasis is put on the therapist-patient relationship and communication in the therapeutic process (Interactive Reasoning). In the context of the internship, students are encouraged to continuously gain in-depth and varied experience with various patients from culturally, socially and gender-diverse groups, to link their experiences with the course contents, to bring their own case studies as well as other topics and questions from their practice into the seminar, where the content is discussed in class. Conversely, the seminar contents and seminar topics are expected to be implemented in everyday practice, e.g. through guided exercises and reflection tasks. In addition, the seminar illustrates and clarifies how contents of other courses (evidence-based practice, theory-guided logopaedic practice) are applied in the Clinical Reasoning process as well as in professional logopaedic practice (internship) (including literature search, testing and critical evaluation). In addition, case studies and approaches from interprofessional fields of action (e.g. occupational therapy) as well as the international area are integrated.

• Dealing with selected situations in the therapy process (e.g. divergent goals and values, lack of motivation for change; interculturality, multilingualism: sensitisation for cultural, linguistic, social and gender diversity).
• Clinical Reasoning based on examples from own practical experiences (internship)
• Reflection of personal and professional actions and support for problem solving in challenging therapy situations (e.g. with the help of peer coaching/collegial counselling)
• Therapist-patient interaction and therapy success (incl. models and framework of interaction, relationship formation in therapy)
• Focus on Interactive Reasoning (components of Clinical Reasoning, cognition - knowledge - metacognition in different forms of reasoning)
• Interaction and conversation management (interaction/conversation analysis, successful communication, active and participatory conversation design)
• Understanding of the clinical reasoning process as part of evidence-based speech and language therapy (E₃BP: Dollaghan 2007; Beushausen 2005; Beushausen 2020).

The total workload for the module is 150 hours (see also "ECTS credit points and grading").

• Homework / Assignment or
• Oral presentation, with written elaboration

• Regular participation

Essay based on a case study, (ungraded) case presentation in the context of peer coaching/collegial consultation during the semester.

The graded essay examination form is collected in the course. The ungraded examination performance (regular participation) refers to the internship CR2 (certification by the practice the internship takes place).

Essay (HA): approx. 10-15 pages

Report (R): presentation of approx. 20-30 minutes with written report of approx. 5 pages

Regular attendance: see general part of the examination regulations

The requirements are specified in the relevant class.

In this module, basic logopaedic knowledge in relation to Clinical Reasoning (vocational school level), especially in relation to Interactive Reasoning, is required.

Students who have successfully completed this module ...

• show a broader knowledge of Clinical Reasoning as a method for evidence-based professional speech and language therapy practice.
• identify and describe processes of Interactive Reasoning, in particular.
• distinguish additional forms of reasoning from other disciplines (e.g. occupational therapy) and integrate them into their own professional field.

Students who have successfully completed this module ...

• critically deal with decision-making tools (e.g. ICF, E₃BP, participatory decision-making), decision-making conditions (CR components), strategies (pattern recognition, hypothetical-deductive approach) and different forms of Clinical Reasoning in their practical work.
• demonstrate in-depth knowledge of the patient-therapist relationship and various forms, models and theories of interaction.
• transfer central elements of Clinical Reasoning specifically on to Interactive Reasoning and have knowledge of the intention of Interactive Reasoning.

Students who have successfully completed this module ...

• are able to reflect on their own competences as well as their limits in the therapeutic process by recognising and evaluating them and critically weighing and selecting alternative courses of action with the help of the newly acquired tools and possibilities.

Students who have successfully completed this module ...

• implement the acquired theoretical contents of Clinical Reasoning in practically usable (work) routines.
• use relevant foundations of conversation for the managing interaction process in the therapeutic context.

Students who have successfully completed this module ...

• make inferential therapeutic decisions and formulate goals based on self-reflective as well as client-centred interaction and communication in a participatory way in dialogue with their patients.
• develop specific intervention plans with goals and methods based on the individual needs of their patients, taking into account linguistic, cultural, social and gender diversity, as well as considering the data gathered during the evaluation process.

Students who have successfully completed this module ...

• communicate characteristics of successful interaction as well as specific challenges of interaction with professional representatives as well as with diverse patient groups.
• reflect and consider different perspectives of their patients in the context of the therapy process.

Students who have successfully completed this module ...

• develop and progress during the therapeutic process into reflective and client-centred practitioners.
• recognise the relevance of Interactive Reasoning with patients and their relatives as a central form of CR for professional therapeutic success.
• understand targeted interaction as an important professional resource that supports the therapeutic process and related actions.
• are able to reflect on linguistic, cultural, social and gender diversity in their interactions and to consider current literature in these areas in the therapy process.

This module strengthens professional competencies and ties in with the preceding module "Clinical Reasoning 1/Speech Therapy", by deepening prior knowledge and widening participants' skills. In addition, knowledge gained from the module "Communication in the Therapy Process" can be utilized and implemented in connection with Interactive Reasoning.

• Occupational Therapy, Speech Therapy, Physiotherapy, B.Sc.

• Schneider, Barbara

• Schneider, Barbara