Duration
150h Pr
Number of credits
| Bachelor in psychology and education : speech and language therapy | 10 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
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Integrative practical work in paediatric speech therapy is a rich source of teaching material. Through numerous sessions presenting concepts and exercises (minimum 8 hours per week), it aims to:
- Support the development of clinical reasoning;
- Reactivate and use the material taught in the Bachelor's, using cases close to real practice;
- Encourage links between the main fields of paediatric speech therapy (oral language, written language, mathematical cognition);
- Learn how to take account of the individual features of each patient;
- Support evidence-based practice;
- Develop communication and collaboration skills;
- Provide a common foundation for all students before they embark upon their internships.
Learning outcomes of the learning unit
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More specifically, at the end of the practical work, students should be able to :
- Characterise a clinical problem ;
- Generate diagnostic hypotheses ;
- Confirm or disprove their hypotheses by choosing questions regarding medical history and relevant speech therapy evaluation tools ;
- Conduct a medical history interview ;
- Use speech therapy evaluation tools ;
- Interpret clinical data ;
- Issue a diagnosis and back it up ;
- Draft a speech therapy assessment report ;
- Conduct a closing interview with the patient and/or their family ;
- Build a treatment plan ;
- Build and analyse a pre/post multiple base line ;
- Use scientific literature ;
- Carry out remediation work ;
- Follow a patient's progress.
Prerequisite knowledge and skills
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- Acquisition of oral language
- Evaluation of oral language
- Oral language disorders and treatment
- Written language acquisition, disorders and treatment
- Evaluation of written language
- Digital processing and mathematical learning : evaluation and treatment
- Learning difficulties in mathematics: evaluation and treatment
- General ethics of speech therapy
Planned learning activities and teaching methods
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The practical work takes place over 12 themed cycles of between 8 and 10 hours of work per week.
For each cycle, the first session focusses on the basic concepts that make up the skill in question and includes several demonstrations; two sessions involve students role-playing, presenting intra- and inter-domains (for example, correcting a patient's protocols, administering a language test to a teenage patient, etc.); one final session closes the cycle and is an opportunity to provide feedback to the students and to introduce them to the scenarios that will be proposed in the exam.
Clinical vignettes, which will be worked on during the sessions, are drawn from consultations which took place in the ULiège CPLU (Clinique Psychologique et Logopédique Universitaire). For several cycles, students must train their skills with any child or teenager (specific instructions will be given in the first class). Finally, some exercises will be given in the MOOC "EBP au service du patient", created by several members of the Faculty teaching staff.
Mode of delivery (face to face, distance learning, hybrid learning)
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Face-to-face course
Additional information:
Students' engagement, curiosity and active involvement is essential to increase the quantity and quality of their clinical learning. Experiential learning is at the heart of this approach, and it is not possible to acquire the same skills outside the sessions.
Recommended or required readings
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Course material on eCampus
Assessment methods and criteria
Any session :
- In-person
written exam ( open-ended questions )
- Remote
written exam ( open-ended questions )
- If evaluation in "hybrid"
preferred in-person
Additional information:
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Exam(s) in session
Any session
- In-person
oral exam
Continuous assessment
Additional information:
1st session: during the oral exam, students will be given three clinical scenarios. They must succeed in each scenario to obtain a final grade of 10/20. The average of the grades obtained over the three scenarios will then be calculated to reach the final grade. If the student fails one or more of the scenarios, then the final grade will be that of the (worst) grade.
2nd session: during the oral exam, students will be given three clinical scenarios. They must succeed in each scenario to obtain a final grade of 10/20. The average of the grades obtained over the three scenarios will then be calculated to reach the final grade. If the student fails at least two of the scenarios, then the final grade will be that of the (worst) grade. Exceptions: if the student fails only one scenario, only in the second session, a fourth scenario will be proposed. If the student passes the fourth scenario, the average of the three passing grades will be calculated to define the final grade. If the student fails the fourth scenario, the final grade is the (worst) grade.
Work placement(s)
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Organizational remarks
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Students agree to respect the ethical and deontological code for European speech and language therapists.
Although this course includes some of the activities previous proposed under the "Foundation course", all content has been reworked following the reform of speech therapy training at ULiège to integrate domains other fields in paediatric speech therapy, including covering other age groups and developing greater communication and collaboration skills.
Contacts
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Trecy MARTINEZ PEREZ : trecy.martinezperez@uliege.be
Bâtiment B32, niveau +3, suivre le fléchage "Cellule d'Appui Pédagogique"
trecy.martinezperez@uliege.be
Association of one or more MOOCs
The MOOC entitled 'Psychologue et orthophoniste : l'EBP au service du patient (Y2)' is associated with this course.
Items online
ECampus
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