Course coordinator
Associate Professor Stephen Wilson
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Health & Rehab Sci School
This course helps the student to make the transition from the case-based disorder-specific courses in previous years to the more typical multifaceted communication disorders. Case integration using clinical reasoning, reflective practice, and evidence-based practice is the basis of this course.
In the final year of the Speech Pathology program, students are encouraged to integrate information from a variety of sources and to show a greater degree of independence in their learning. This course assists the student in making the transition from disorder-specific clinical cases studied in previous years to the more typical complex and multifaceted clinical cases. It has a focus on the clinical reasoning process as well as evidence-based practice.
The course begins with tutorials covering content relating to evaluating research evidence, clinical reasoning and decision making, case-based clinical reasoning scenarios,ﾠand applying evidence-based practice in the workplace. For the remaining weeks, students (in groups) will present a seminar outliningﾠa complex case from a previous clinic.ﾠThese seminars will outline the theoretical and clinical background to the case and current evidence-based practice for management. Through these case-based presentations and following group discussions, students will have the opportunity to refine their core knowledge of speech, language, fluency, voice, and swallowing disorders, and multi-modal communication, enhance their ability to manage multi-faceted cases,ﾠdevelop the associated clinical decision making skills, refine their abilities in the critical appraisal of research evidence, and demonstrate application of current research to their clinical practice.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
Completed all of Year one to three of BSpPath(Hons)
Restrictions
BSpPath
Course contact
Lecturer
Associate Professor Stephen Wilson
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
All learning activities take place in weeks 1 through 6.
Aims and outcomes
The aim of this course is to provide students with the opportunity to consolidate their understanding of holistic management, clinical reasoning, prioritisation of goals, applying evidence-based practice to clinical cases, and documenting patient outcomes.ﾠ Through the case-based seminars and the report, students should refine their core knowledge of speech, language, fluency, voice and swallowing disorders, and multi-modal communication, enhance their ability to manage multifaceted cases and associated clinical decision making skills, refine their abilities in the critical appraisal of research evidence, and demonstrate the application of single case experimental designﾠresearch to their clinical practice.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Investigate and document a client's communication and/or swallowing condition and explore the primary concerns of the client (SPA PS Domains/Standards 3.2, 1.6)
LO2.
Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client (SPA PS Domains/Standards 3.2, 1.1)
LO3.
Analyse and interpret speech pathology assessment data (SPA PS Domains/Standards 3.3)
LO4.
Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes (SPA PS Domains/Standards 3.3, 1.1)
LO5.
Provide concise and informative case descriptions, clear reporting of assessment analysis and interpretation, and documentation of evidence based case management (SPA PS Domains/Standards 1.5)
LO6.
Use integrated and interpreted information relevant to the communication and/or swallowing condition to plan evidence-based speech pathology practice (SPA PS Domains/Standards 3.4, 1.1, 2.5)
LO7.
Critically analyse existing research literature to determine the highest level of evidence supporting assessment and/or case management approaches (SPA PS Domains/Standards 1.1, 2.5)
LO8.
Plan short and long term goals/outcomes in relation to the client's needs, abilities and cultural background (SPA PS Domains/Standards 3.4, 1.6)
LO9.
Demonstrate appropriate team work and professional interaction with other "clinicians" in the planning and implementation of management for a client with complex issues (SPA PS Domains/Standards 1.4, 1.5, 2.6).
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz |
Quizzes
|
20% |
Week 1 - Week 6
All quizzes will be submitted 10 minutes after the start of each class. |
| Presentation |
Group Case Presentations
|
50% |
Week 4 - Week 6 |
| Paper/ Report/ Annotation | Case Analysis | 30% |
Week 13, Fri 5:00 pm |
Assessment details
Quizzes
- In-person
- Mode
- Written
- Category
- Quiz
- Weight
- 20%
- Due date
Week 1 - Week 6
All quizzes will be submitted 10 minutes after the start of each class.
- Other conditions
- Time limited.
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08
Task description
There will be a 10-minute quiz at the beginning of each class (12 in total). Your 10 best quizzes will make up your grade (2% each). Your worst 2 quizzes (which may include any missed quizzes) will not contribute to your grade.
The first quiz will relate to your prior experience with evidence-based practice. The next 6 quizzes will relate to journal articles that you will need to read before each class. The final 5 quizzes will be based on the group case presentations.
This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Because you are allowed to drop your 2 worst quizzes, no extensions or deferrals are available for the quizzes.
Students with a disability, mental health or medical condition, illness, injury or exceptional circumstances are strongly encouraged to make an appointment with a student adviser as soon as possible, in order to determine appropriate arrangements for reasonable adjustments.
Late submission
You will receive a mark of 0 if this assessment is submitted late.
If you arrive late (within 10 minutes), you will need to complete the quiz within the time you have remaining. If you arrive late (after 10 minutes), you will not receive any marks for the quiz.
Group Case Presentations
- Team or group-based
- In-person
- Mode
- Oral
- Category
- Presentation
- Weight
- 50%
- Due date
Week 4 - Week 6
- Other conditions
- Time limited.
Task description
Students will work in groups to prepare multi-faceted case seminars.
Students will self-allocate to 10 groups, and presentation dates will be randomly assigned.
Each group will produce a 30-minute presentation of a multi-faceted complex case in which the major clinical and professional issues relevant to a case are highlighted and discussed. A complex case is defined as a case where there is more than one main issue influencing management (e.g., patient may have dysarthria and dysphagia, plus depression, plus impaired mobility); management may have required a complex multidisciplinary approach; or perhaps there are additional social or psychosocial issues that made management complex and required you to do something different in order to optimise treatment for this child/adult (e.g., family issues, service issues, resource difficulties). There are no set criteria for determining what represents a complex case – however, a 4 year old child with 2-3 sounds in error which rapidly resolve is NOT suitable.
All students must play a role in developing the presentation, and in presenting on the day. There will be 10 minutes for questions, and responses to questions will contribute to the mark received.
The marking criteria are available on Blackboard and should be used to help structure the presentation.
This presentation will be recorded.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Students who miss the seminar will be required to apply for an extension and contact the course coordinator for further assistance.
Case Analysis
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30%
- Due date
Week 13, Fri 5:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08
Task description
You will analyze a case, including appraising a relevant paper and describing how you would manage the case based on the principles of EBP. Details of the assignment will be provided on blackboard.
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Please submit with blackboard/turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 34 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 35 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 54 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 55 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
Final marks falling between whole percentages will be rounded to the nearest whole percentage. Half-way values are rounded up; for example, 84.50% would be rounded up to 85 (and receive a 7), while 84.49% would be rounded down to 84% (and receive a 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Resubmission/Resit of assessment items
In this course, no assessment items are eligible for resubmission or resit.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 4 |
Seminar |
Seminars Tutorial content will include evaluation of research evidence, holistic management of multi-faceted cases, clinical reasoning and decision making, prioritisation of goals, case-based clinical reasoning scenarios, and applying evidence-based practice in the workplace. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
Multiple weeks From Week 4 To Week 6 |
Case-based learning |
Group Case Presentations Groups will develop and present a seminar on a multi-faceted complex case. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: