Session Information
MC_Poster, Poster Session; Main Conference
All Poster are presented in the two Poster Sessions of ECER 2008: - 11 September 12.15 - 13.15 and - 12 September 12.15 - 13.15
Time:
2008-09-11
12:15-13:15
Room:
Poster Exhibition Area
Chair:
Contribution
The topic of the present study is the relationship between the pedagogical philosophy of education and the professional outcome, mainly regarding general competencies. The overall purpose of the study is to evaluate postgraduates’ opinions on how well prepared for the professional life they feel after their speech and language pathology education. Previous research have shown differences in professional skills between problem-based learning (PBL) and non-PBL graduates (Prince, van Eijs, Boshuzien, van der Vleuten & Scherpbier, 2005). Those differences mainly concern general competencies such as organizational skills and teamwork. These findings get further support from the evaluation of the Swedish medical education programmes, where PBL-graduates report better communicational, co-operational and leadership skills than non-PBL graduates (Grundutbildningsenkäten, 2006).
PBL is a student centred pedagogical philosophy where students are encouraged to be very active. In PBL real-life problems become th context in which students learn academic content as well as professional skills (Biggs, 2003). The first Swedish speech language pathology program using PBL throughout the program was completed in 2007, and the graduate students have participated in an evaluation of the program. A comprehensive questionnaire, focusing on perceived professional skills in relation to education, was distributed to the students of this program and to students from a partial PBL curriculum. Preliminary results indicate that the PBL graduates feel well prepared for meeting the demands of the professional life. The results will be discussed in relation to evaluations of other European evaluations of postgraduates from higher medical educations.
The present study adds further knowledge concerning outcomes of higher medical education. It also points to differences between PBL graduates and non-PBL graduates regarding professional experiences.
Method
Written questionnaire, anonymously distributed. Descriptive statistical methods
Expected Outcomes
The results point to PBL being an appropriate pedagogical philosophy in preparing students for the vocation of speech language pathologists
References
Biggs, J. 2003. Teaching for Quality Learning at University, Maidenhead: Open University Press. Prince, K.J.A.H., van Eijs, P.W.L.J., Boshuizen, H.P.A., van der Vleuten, C.P.M. & Scherpbier, A.J.J.A. 2005. General competencies of problem-based learning (PBL) and non-PBL graduates. Medical Education; 39:394-401. Grundutbildningsenkäten, 2006. Sveriges läkarförbund.
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