YSTG9027-1

Duration

60h Internship

Number of credits

Lecturer

Christelle Maillart, Trecy Martinez Perez

Coordinator

Christelle Maillart

Language(s) of instruction

French language

Organisation and examination

All year long

Schedule

Schedule online

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

See the pedagogical engagement of each party.
This core placement is complementary to those that take place during the Master's Degree in Speech & Language Therapy and has two objectives: (a) to guarantee all students a common core that is necessary for their future practice as a speech & language therapist, (b) to support reflective development by focusing on the link between theoretical knowledge and clinical competences.
More specifically, the 'Adoption of an assessment process' module deals with notions associated with medical histories and forming a conclusion (as regards content and the professional attitudes to be adopted); as well as the preparation, compilation and interpretation of speech & language therapy reports.
The 'Familiarisation with a care approach' module focuses on the elaboration of a therapy plan and the assessment of the efficiency of the therapeutic intervention.
The 'Professional Development of the Speech & Language Therapist: Integration' module deals with the essential elements taught at Intermediate level regarding the EXPERTISE competence, i.e. questioning one's practice and drawing on theoretical and methodological knowledge to take clinical decisions.

Learning outcomes of the learning unit

The learning activities proposed in this module help the student to: 1) Identify and justify the contents of a medical history in oral language and written language; 2) Prepare and justify the contents of a speech & language therapy assessment according to what was requested; 3) Develop the professional attitudes to be adopted when compiling the medical history, during the assessment and forming a conclusion; 4) Interpret a speech & language therapy assessment based on the competences the patient has acquired or is lacking; 5) Pursue an evidence-based practice approach in the context of the speech & language therapy assessment.
6) Elaborate a precise and well-argued therapy plan on the basis of evidence-based practice; 7) Operationalize a short-term therapeutic goal; 8) Understand the principle of therapeutic baselines and construct a baseline adapted to the patient's therapy plan and their profile; 9) Debriefing sessions with the teacher and/or peers on the quality of the therapy plan and the baseline; as well as on the quality of the interactions during the fictitious language activity.
10) Modify their practice following feedback from a peer and/or the teacher; 11) Efficiently search for scientific information to adjust the assessment, the diagnosis, recommendations and the patient's therapy plan; 12) Understand the methodological principles linked to research in order to construct quality therapeutic baselines.

Prerequisite knowledge and skills

-Language development (C. Maillart and G. Zanelli) -Oral language assessment (A-L. Leclercq) -Speech & language therapist's code of ethics (A. Blavier and D. Morsomme)
Courses composing the Bachelor's Degree in Psychology and Education: Speech & Language Therapy

Planned learning activities and teaching methods

Several learning activities are proposed: 1) Sessions on how to prepare an assessment, correct the patient's care plan, interpret the results and write an assessment report, based on appointments at the University Psychological and Speech & Language Therapy Clinic; 2) Creation of a medical history and a speech & language therapy assessment by the student with a fictitious patient; 3) e-Learning modules on the contents and complex situations that could occur while compiling the medical history and forming a conclusion; 4) Role playing/OSCE scenarios focusing on forming a conclusion; 5) Debriefing sessions with the teacher and/or with peers on the quality of the prepared and corrected assessment and the assessment report; on the quality of the language assessment and the fictitious conclusions formed.
6) Sessions on the preparation of a therapy plan for patients attending the University Psychological and Speech & Language Therapy Clinic; 7) Sessions on the construction of baselines for patients attending the University Psychological and Speech & Language Therapy Clinic.

Mode of delivery (face-to-face ; distance-learning)

Mixed mode combining face-to-face sessions, work at home (compulsory), role playing and simulations (compulsory), and use of an online learning space.

Assessment methods and criteria

Remark concerning the overall mark for the core placement: Students must pass the two assessments (january and june) to obtain a final mark of a minimum of 10/20. If the student fails one of the assessments, the overall mark for the unit will be the mark of the failed part.
Remark concerning spelling: Command of the French language is one of the basic competences in order to work as a speech &amp; language therapist. As such, if one of the pieces of work handed in contains more than 10 spelling mistakes (usage and/or agreements) during the first exam session, students will receive a fail for the first exam session and they will have to submit it again during the second exam session. If a piece of work is handed in during the second session and contains more than 10 spelling mistakes, two points will be deducted from the student's core placement mark.
Remark concerning the deadline for handing in the report: Students must respect the deadline for handing in the pieces of work. If a piece of work is handed in late during the first exam session, students will receive a fail and will have to hand it in during the second exam session. If a piece of work is handed in late during the second exam session, two points will be deducted from the mark for the core placement.
Remark concerning the mark for the 'Adoption of an assessment process' module: This module is assessed on the basis of (1) athe completion of 100% of the work at home, and (2) the quality of the written file submitted at the end of the module. Students will be given precise instructions on how to compile the file during the first face-to-face session.
Remark concerning the mark for the 'Familiarisation with the care process' module: This module is assessed on the basis of (1) athe completion of 100% of the work at home, and (2) the written exam in June.
Remark concerning the mark for the 'Professional Development of the Speech Language Therapist: Integration' module: the assessment of this module is included in the assessment of the 'Adoption of an assessment process' and 'Familiarisation with a care process' modules. Students won't receive a separate mark for this module.

Work placement(s)

./.

Organizational remarks

- We expect students to actively participate in the sessions and fully focus on the proposed pieces of work, so that they improve their clinical competences.
- Students must respect the code of ethics for European speech & language therapists in relation to patients, their family circle and the professionals with whom they will work.

Contacts

Christelle MAILLART : Christelle.Maillart@uliege.be Trecy MARTINEZ PEREZ : trecy.martinezperez@uliege.be

Items online

ECampus
Items online

Basic internship in developmental language therapy (oral and written language disorders and instrumental disorders)