Original Research
Speech therapy students’ perceptions of authentic video cases in a theory module on child language disorders
Submitted: 04 June 2018 | Published: 22 January 2019
About the author(s)
Helena Oosthuizen, Division of Speech-Language and Hearing Therapy, Department of Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, South AfricaAbstract
Background: Undergraduate speech-language therapy students often find it difficult to see the relevance of theoretical module content, which may negatively influence their motivation to learn. The real world of their future profession can be brought to life in the theory classroom by including authentic case study examples. Video case studies are well suited to illustrating communication disorders and may also be easier to remember and relate to information already in the long-term memory.
Objectives: This article describes the perceptions of undergraduate students regarding the inclusion of authentic video cases in a theoretical module on developmental communication disorders.
Methods: A qualitative, interpretivist research design was followed. Focus-group interviews were conducted with 22 second-year students in the programme B Speech-Language and Hearing Therapy. A modified contextualised content analysis approach was used to analyse interview data.
Results: The use of authentic video cases was perceived positively by participants. Seeing a realistic example of a person with communication difficulties made it easier to understand, remember and engage with the module content. Participants also felt they could more easily imagine themselves in that clinical context, which seemed to (re-) awaken in them a sense of purpose and motivation. Being presented with real-life communication problems made them realise the relevance of their profession. However, participants experienced cognitive overload at times when the processing requirements of a task exceeded their available cognitive capacity.
Conclusion: Video cases are valuable tools to enhance students’ engagement with theoretical content. To avoid cognitive overload, a scaffolded multimedia learning experience needs to be provided.
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Crossref Citations
1. From Clinical Practice to the Classroom. Advantages and Disadvantages of Video and Paper Cases on the Motivation and Clinical Reasoning of Occupational Therapy Students
María Rodríguez-Bailón, Ana Judit Fernández-Solano, Jose Antonio Merchán-Baeza, Laura Vidaña-Moya
International Journal of Environmental Research and Public Health vol: 18 issue: 18 first page: 9671 year: 2021
doi: 10.3390/ijerph18189671