Course coordinator
Dr Brooke-Mai Whelan
Course overview
- Study period
- Semester 2, 2024 (24/06/2024 - 25/10/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Health & Rehab Sci School
This course fosters the development of knowledge and practical skills relevant to the management of communication and swallowing disorders in adulthood within community practice settings, and the provision of gender-affirming communication care. In the practice education component of this course, students are given a moderate to low degree of support as they apply their theoretical knowledge in a placement setting.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
PHYL7068, SPCH7112
Restrictions
MSpPathSt students only
Jointly taught details
This course is jointly-taught with:
- SPCH2213
Students in the Bachelor of Speech Pathology (Honours) program undertaking SPCH2213 are also required to gain knowledge and skills in the area of community speech pathology practice in adults with communication and swallowing disorders, and gender-affirming communication needs. As such, SPCH7122 students may attend some jointly taught learning activities with students undertaking SPCH2213.
Course contact
Course staff
Lecturer
Ms Daniella Cain
Mrs Anne Pearson
Tutor
Mrs Jane Crombie
Mrs Sarah Kopeshke
Mrs Debra Kolomeitz
Dr Adriana Penman
Practice education liaison
Ms Daniella Cain
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
A detailed course outline is provided on the course Blackboard site within the 'Learning Resources' content area.
Aims and outcomes
This course is a follow-on course from SPCH7112. In this course, students will develop knowledge and skills in community speech pathology practice, specifically in relation to the management of communication and swallowing disorders in adults, and the provision of gender-affirming communication care. Students will apply principles of person- and family-centred care, as well as culturally responsive practice to the management of community clients and gain an understanding of the importance and scope of interprofessional collaboration when working within community health care settings.
Through a range of learning activities, students will gain an understanding of how theories of speech, voice, language processing, and cognition can be applied to the assessment and diagnosis of adults with communication and swallowing disorders, as well as those clients in need of gender-affirming communication care. Students will also gain knowledge in and apply clinical reasoning skills to the development of evidence-based intervention approaches for community clients to achieve communication and swallowing goals and maximise quality of life and psychosocial well-being.
The practice component of this course aims to develop students’ skills in the assessment and management of paediatric and/ or adult communication and swallowing disorders.
In this course, students independently engage with online learning resources before weekly tutorials with peers and teaching staff. In the tutorials, students will actively participate in independent, small group and large group inquiry-based and practical learning activities. Although this provides students with more flexibility to learn, the associated workload is similar to that of a traditional course.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Describe communication and swallowing disorders that can present in adults and explain how these difficulties impact on the adult client and their significant others in community settings. (SPA PS Domains/ Standards 1.6, 1.7, 2.5, 3.2, 3.3)
LO2.
Apply the principles of person- and family-centred and culturally responsive practice to manage communication and swallowing disorders in adults within community settings. (SPA PS Domains/ Standards 1.1, 1.2, 1.3, 1.4, 1.6, 2.2, 2.5, 2.6, 3.2, 3.3, 3.4)
LO3.
Explain the principles of culturally responsive practice to manage communication and swallowing disorders in adults from Aboriginal and Torres Strait Islander backgrounds within community settings. (SPA PS Domains/ Standards 1.4, 1.5, 1.6, 2.2, 3.1)
LO4.
Analyse and interpret assessment data to inform the differential diagnosis and management of communication and swallowing disorders in adults within community settings. (SPA PS Domains/ Standards 2.5, 3.2, 3.3, 3.4)
LO5.
Apply the different theories of speech and language processing, learning, and cognition to assessment and diagnosis of communication and swallowing disorders in adults within community settings. (SPA PS Domains/ Standards 2.2, 2.5, 3.2, 3.3)
LO6.
Explain the role of interprofessional teams in the overall management of communication and swallowing disorders in adults within community settings. (SPA PS Domains/ Standards 1.4, 1.6, 2.2, 2.5, 2.6, 3.4)
LO7.
Describe and demonstrate how to implement evidence-based practice and uphold the Code of Ethics when managing communication and swallowing disorders in adults within community settings. (SPA PS Domains/ Standards 1.1, 1.2, 1.3, 1.4 )
LO8.
Acquire and develop skills in various areas of speech pathology practice (PS Domains 1-3; relative to opportunity)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Examination |
In-semester Exam (Voice and Fluency)
|
45% MUST PASS |
20/09/2024 9:00 am |
| Reflection |
Reflection Tasks: Voice and Fluency Disorders Management and Interprofessional Simulation Clinic Experience
|
10% |
2pm 27/09/2024 1pm 20/09/2024 - 11/10/2024
The Voice and Fluency Video Reflection is due for all students on Friday 27th September at 2pm for all students. The interprofessional simulation clinic will be run over a three week period on a Thursday (2-6pm) from Week 9 (19th September) until Week 11 (10th October). Each Speech Pathology student will be assigned an Occupational Therapy student partner, and will be required to attend one (1) scheduled simulation session in Week 9 OR 10 OR 11. An associated reflection task will be submitted by each student online, the day after (Friday at 1pm) each student’s scheduled simulation session. The course co-ordinator will allocate students to these sessions and provide an allocation list on Blackboard. |
| Paper/ Report/ Annotation |
Adult Community Practice Assignment
|
45% MUST PASS |
4/11/2024 1:00 pm |
| Placement, Portfolio |
Professional Practice Portfolio
|
PASS/ FAIL (MUST PASS summative assessment) |
Midway COMPASS will be due on different dates for each placement, depending on start date. 5/08/2024 - 23/09/2024 Mid-placement written reflection will be due on different dates for each placement, depending on start date, and will be stipulated by relevant practice educators. 5/08/2024 - 23/09/2024 Final COMPASS will be due on different dates for each placement, depending on start date. 30/08/2024 - 25/10/2024 End placement curation and video reflection will be due on different dates for each placement, depending on start date, and will be stipulated by relevant practice educators. 30/08/2024 - 25/10/2024
If you are unable to attend a compulsory clinical learning activity due to medical or extenuating circumstances, you are required to complete the SHRS Absentee Form. The completed form along with the required evidence must be emailed to the School of Health and Rehabilitation Sciences Student and Academic Support Unit (enquiries.shrs@uq.edu.au) within three calendar days of the scheduled activity. The SHRS Absentee Form can be found on your relevant Course Blackboard site.
If your absence is due to a non-permissible circumstance (as per the SHRS Absentee Form), your attendance at the clinical activity is expected. Please note, it is expected that you will notify your practice educator prior to or on the day of clinical placement and as soon as is practical to notify of your absence, in addition to submitting the above information to SASU. Implications for lack of attendance A minimum of 90% attendance is expected at all compulsory clinical learning activities. This includes sessional clinical placement, block clinical placement, and simulations. This ensures that you can participate in all relevant learning experiences and allows your practice educator to observe sufficient clinical activities to complete relevant ratings and assessments. |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
In-semester Exam (Voice and Fluency)
- Hurdle
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- 45% MUST PASS
- Due date
20/09/2024 9:00 am
Task description
This in-semester exam will assess knowledge and skills acquired from UQ Extend and tutorials in relation to the assessment, diagnosis, and management of voice and fluency disorders, and the provision of gender-affirming communication care (Weeks 3-8). This assessment will encompass short answer questions including case-based questions relating to assessment interpretation, differential diagnosis and management options for voice and fluency disorders. Students will also be required to perform an online assessment of stuttering behaviours and vocal features from a video recording during this exam.
Hurdle requirements
This assessment must be passed to obtain a passing grade for the course.Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 90 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed Book examination - no written materials permitted |
| Materials | Ruler |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Deferred exams can be requested for this assessment item. Please apply for a deferred exam if there are exceptional or unavoidable circumstances, or as a one-off discretionary request. Deferred exam requests should be submitted as soon as possible, and no later than five calendar days after the date of the original exam. Further details, including how to apply, can be found at - Deferring an exam. Please also email the Course Coordinator to advise of the deferred exam request.
Reflection Tasks: Voice and Fluency Disorders Management and Interprofessional Simulation Clinic Experience
- Online
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Reflection
- Weight
- 10%
- Due date
2pm 27/09/2024
1pm 20/09/2024 - 11/10/2024
The Voice and Fluency Video Reflection is due for all students on Friday 27th September at 2pm for all students.
The interprofessional simulation clinic will be run over a three week period on a Thursday (2-6pm) from Week 9 (19th September) until Week 11 (10th October). Each Speech Pathology student will be assigned an Occupational Therapy student partner, and will be required to attend one (1) scheduled simulation session in Week 9 OR 10 OR 11. An associated reflection task will be submitted by each student online, the day after (Friday at 1pm) each student’s scheduled simulation session. The course co-ordinator will allocate students to these sessions and provide an allocation list on Blackboard.
- Other conditions
- Student specific.
Task description
Following completion of the voice and fluency management tutorials provided in Weeks 3-8, students will submit a video reflection (4-5 minutes). Students will be required to reflect on clinical skills acquired in Semester 1 and to explain how these skills were transferrable to the management of voice and fluency disorders in Semester 2. Students are also required to participate in an interprofessional simulation clinic with OT students and collaboratively manage an adult case with cognitive-communication impairment following brain injury. Following the clinic, students are required to submit a written (300 word) reflection relating to their interprofessional practice experience. Each of these reflection tasks is worth 5% of your overall grade for this course.
Submission guidelines
This assessment task is to be submitted via the course eLearning Blackboard site.
Submitting assessment in Blackboard and Turnitin
When assessment is submitted through Blackboard you will receive a confirmation page as a digital receipt.ﾠThis information will also be sent to your student
email account.ﾠPlease ensure you keep this email.
When assessment is submitted through Turnitin you will receive a confirmation page displaying “Submission Complete!” and can then proceed to download your
digital receiptﾠfrom yourﾠAssignment inbox.ﾠIt is suggested that you save a copy of the receipt for your personal records.
Instructions on how to submit assignments through Blackboard and Turnitin are available at: https://web.library.uq.edu.au/library-services/it/learnuqblackboardhelp/
learnuq-assessment. Please review this information so you understand how to successfully submit your assessment items.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Extensions can be requested for this assessment item. Please apply for an extension request via my.UQ > my.UQ Dashboard > my. Requests and provide evidence of circumstance, as soon as it becomes evident that an extension is needed, but no later than the assessment item submission date. Further information regarding what constitutes an acceptable reason for an extension is listed on the my.UQ website: Applying for an extension - my.UQ - University of Queensland.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Late submission of assessment items will attract a penalty of 10% of the mark per day late or, for work graded on a 1-7 scale, a deduction of one grade per day
(including weekends and public holidays), unless a formal extension has been organised prior to the due date and time.
Requests for extension of assessment due date must be made online, via your my.UQ portal prior to the submission date and time. Late applications may not be
accepted. The request must also contain documentation satisfactorily supporting the request. If an extension is approved, you will be notified via your my.UQ
portal and the new date for submission provided.
Adult Community Practice Assignment
- Hurdle
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 45% MUST PASS
- Due date
4/11/2024 1:00 pm
Task description
This assignment involves two (2) parts:
Part A requires the evaluation of case-based information for a client with communication and swallowing impairments following discharge from an inpatient hospital rehabilitation unit back into the community. The first task is to develop a comprehensive, culturally responsive, and evidence-based management plan to support the client’s transition and ongoing care in the community. Students will be required to: 1) assess and interpret case-based information related to a client with communication and swallowing impairments; 2) develop a culturally responsive management plan that addresses the client’s needs; 3) apply evidence-based practices in the creation of the management plan; 4) demonstrate critical thinking and problem-solving skills in the context of community health care.
Part B requires students to complete a reflection task following attendance at the lived-experience community showcase in Week 13. Students are required to provide a written reflection pertaining to the lived-experience of a community client that influenced understanding of challenges faced by individuals with communication disorders or gender-affirming communication care needs. The reflection must demonstrate a clear connection between the chosen client's lived-experience and an evolving approach to speech pathology service provision.
A detailed task description and marking criteria will be made available on the course Blackboard site.
Hurdle requirements
This assessment must be passed to obtain a passing grade for the course.Submission guidelines
The assessment task is to be submitted via TurnItIn with an SHRS coversheet included.
Submitting assessment in Blackboard and Turnitin
When assessment is submitted through Blackboard you will receive a confirmation page as a digital receipt.ﾠThis information will also be sent to your student
email account.ﾠPlease ensure you keep this email.
When assessment is submitted through Turnitin you will receive a confirmation page displaying “Submission Complete!” and can then proceed to download your
digital receiptﾠfrom yourﾠAssignment inbox.ﾠIt is suggested that you save a copy of the receipt for your personal records.
Instructions on how to submit assignments through Blackboard and Turnitin are available at: https://web.library.uq.edu.au/library-services/it/learnuqblackboardhelp/
learnuq-assessment. Please review this information so you understand how to successfully submit your assessment items.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Extensions can be requested for this assessment item. Please apply for an extension request via my.UQ > my.UQ Dashboard > my. Requests and provide evidence of circumstance, as soon as it becomes evident that an extension is needed, but no later than the assessment item submission date. Further information regarding what constitutes an acceptable reason for an extension is listed on the my.UQ website: Applying for an extension - my.UQ - University of Queensland
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Late submission of assessment items will attract a penalty of 10% of the mark per day late or, for work graded on a 1-7 scale, a deduction of one grade per day
(including weekends and public holidays), unless a formal extension has been organised prior to the due date and time.
Requests for extension of assessment due date must be made online, via your my.UQ portal prior to the submission date and time. Late applications may not be
accepted. The request must also contain documentation satisfactorily supporting the request. If an extension is approved, you will be notified via your my.UQ
portal and the new date for submission provided.
Professional Practice Portfolio
- Hurdle
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Placement, Portfolio
- Weight
- PASS/ FAIL (MUST PASS summative assessment)
- Due date
Midway COMPASS will be due on different dates for each placement, depending on start date. 5/08/2024 - 23/09/2024
Mid-placement written reflection will be due on different dates for each placement, depending on start date, and will be stipulated by relevant practice educators. 5/08/2024 - 23/09/2024
Final COMPASS will be due on different dates for each placement, depending on start date. 30/08/2024 - 25/10/2024
End placement curation and video reflection will be due on different dates for each placement, depending on start date, and will be stipulated by relevant practice educators. 30/08/2024 - 25/10/2024
If you are unable to attend a compulsory clinical learning activity due to medical or extenuating circumstances, you are required to complete the SHRS Absentee Form. The completed form along with the required evidence must be emailed to the School of Health and Rehabilitation Sciences Student and Academic Support Unit (enquiries.shrs@uq.edu.au) within three calendar days of the scheduled activity.
The SHRS Absentee Form can be found on your relevant Course Blackboard site.
If your absence is due to a non-permissible circumstance (as per the SHRS Absentee Form), your attendance at the clinical activity is expected.
Please note, it is expected that you will notify your practice educator prior to or on the day of clinical placement and as soon as is practical to notify of your absence, in addition to submitting the above information to SASU.
Implications for lack of attendance
A minimum of 90% attendance is expected at all compulsory clinical learning activities. This includes sessional clinical placement, block clinical placement, and simulations. This ensures that you can participate in all relevant learning experiences and allows your practice educator to observe sufficient clinical activities to complete relevant ratings and assessments.
- Other conditions
- Student specific.
Task description
There are four assessment components in relation to the Professional Practice Portfolio associated with this course.
Part 1) Performance on placement will be assessed using the Competency Assessment in Speech Pathology (COMPASS®) tool:
At the mid-way point of the placement, students will receive a formative rating on the COMPASS® to assist with understanding of progress and plan goals for the remainder of the placement.
Part 2) Mid-placement written reflection (300 words; formative and required, with resubmission available):
Using the 5R framework students will reflect on their placement experiences so far during semester and the COMPASS units. Students will describe how they have developed as a future speech pathologist and explain the development needs they have identified.
Then, thinking forward to the remainder of their placement, students will identify skills, knowledge, and attributes they will continue to build, and outline how they will address their development needs and goals.
Part 3) End-placement curation and video reflection (3-4 minutes, summative and required, with resubmission available):
Students will collect at least 3 different examples of professional practice and add these to the Portfolio. These can include:
• De-identified session plans
• De-identified client reports
• Resources that you have developed
• References relevant to placement
Then, in a 3–4-minute video, students will reflect on their placement experiences this semester and explain why they have selected these specific examples of their work and how they will use them in future practice (considering the transferability of these to different practice settings).
Part 4) At the end of the placement, students will receive a summative rating on the COMPASS®. This will be a pass/fail assessment (please see criteria & marking for details for the expectations of a passing mark). This assessment must be passed to gain an overall pass for this course.
Hurdle requirements
Students must pass the summative assessment at the end of their clinical placement (COMPASS) in order to obtain a passing grade for this course.Submission guidelines
ePortfolio tasks (reflection and curation) will be submitted via Anthology link(s) in assessment folder on Blackboard (learn.uq.edu.au). For all submissions / weeks, there will be a list on Blackboard showing you who you need to submit to.
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.
Note: extensions can be requested for e-portfolio assessment tasks, but not COMPASS ratings.
Extensions can be requested for this assessment item. Please apply for an extension request via my.UQ > my.UQ Dashboard > my. Requests and provide evidence of circumstance, as soon as it becomes evident that an extension is needed, but no later than the assessment item submission date. Further information regarding what constitutes an acceptable reason for an extension is listed on the my.UQ website: Applying for an extension - my.UQ - University of Queensland
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. Course grade description: A cumulative percentage from all assessment of 0 - 34% |
| 2 (Fail) | 35 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 35 - 44% |
| 3 (Marginal Fail) | 45 - 54 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: A cumulative percentage from all assessment of 45 - 54%. |
| 4 (Pass) | 55 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 55 – 64% and has passed the 'must pass' assessment items noted below. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 65 – 74% and has passed the 'must pass' assessment items noted below. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 75 – 84% and has passed the 'must pass' assessment items noted below. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 85 – 100% and has passed the 'must pass' assessment items noted below. |
Additional course grading information
Final marks falling between whole percentages will be rounded to the nearest whole percentage. Tie-breaking will be conducted using the round half up method whereby half-way values are always rounded up, meaning, for example, that 89.5% and above will be rounded to 90% and 89.49% and below will be rounded down to 89%.
This course contains MUST PASS assessment items. You must pass these items in order to pass the course overall (i.e., even if your final percentage mark is 55% or higher the individual MUST PASS assessment items must have been passed.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Use of Generative AI in Assessments
Assessment tasks in this course evaluate students' abilities, skills, and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Resubmission/Resit of assessment items
The School of Health & Rehabilitation Sciences supports the concept of resubmission or resitting of failed assessment items in specific and defined circumstances. The In-Semester Exam in this course is eligible for consideration of the resit option. After a resit, the maximum result is a pass mark for that assessment component. Students who are granted a resit for an assessment item and do not attend on the scheduled date will not be permitted to reschedule the assessment.
Use of Generative AI in Student Placements
Generative Artificial Intelligence (AI) and Large Language Models (e.g., ChatGPT, Microsoft Copilot) are increasingly used in society. In terms of clinical placements, students are not permitted to use AI unless explicitly indicated by the provider that this use is permitted, and the parameters of use are clear. If these are not explicit, students are expected to consult with their practice educators before implementation to determine the acceptability of generative AI use and ensure that any potential risks associated with the intended use are addressed. AI is not a replacement of, or substitute for, professional reasoning or clinical skills. Human oversight is essential in its use, and to employ generative AI effectively and responsibly, students must understand how AI works, including its functions, data storage methods, and its impact on adherence to professional codes of conduct.
If used on placement, students are responsible for any outputs generated by AI, such as clinical notes and reports, and will be held accountable for the actions of any AI that is used in clinical practice. This responsibility includes ensuring adherence to the relevant profession's code of conduct and ethical standards. Transparency about generative AI use is essential in placement environments. Students must follow the relevant policies and procedures of their placement provider. Students are reminded that they need to demonstrate their ability to meet the inherent requirements of the relevant profession, operate within its scope of practice, and ensure that client/patient privacy and confidentiality are maintained at all times. Under no circumstances should identifiable clinical information be uploaded to open or external AI platforms, as it is unethical and irresponsible.
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
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Lecture notes and additional resources are available on the SPCH7122 Blackboard site. Students are encouraged to use the Ed Discussion board on Blackboard. The
forum will be checked once a week on Thursday by the Course Coordinator during the semester. Students are encouraged to respond to each other's queries. In
the interest of equity, there will be no response to individual emails regarding course content or assessment. All student questions regarding course content and assessment
will be addressed in class or on the relevant discussion board.
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 12 |
General contact hours |
Online (UQ Extend) Self-Directed Learning Modules (Self-directed Learning) A series of 12 weekly (Weeks 1-12) online modules will provide information pertaining to the management of communication and swallowing disorders in adulthood within a community practice context. Course content will cover a broad range of topics, including: patient- and family-centred care frameworks, culturally and linguistically diverse communities, community practice approaches to the management of dysphagia, motor speech disorders, aphasia , cognitive-communication, voice and fluency disorders. |
Week 1 (01 Jul - 07 Jul) |
Lecture |
Introductory Lecture (Week 1) The introductory lecture will provide an overview of speech pathology and health care within a community context. Information about the course and associated assessment will also be provided in this lecture. |
Multiple weeks From Week 2 To Week 12 |
Tutorial |
Weekly on Campus Tutorials The tutorials will be conducted from weeks 2-12 of semester and will incorporate inquiry-based learning, practical activities, and small group discussion to further explore community practice approaches to the management of communication and swallowing disorders in adulthood. Tutorials have been designed for experiential learning and therefore, students are expected to attend and participate in all tutorials. It is essential that students prepare for weekly tutorials by completing the online (UQ Extend) learning modules and associated preparation activities. As students will be working in small groups during this learning activity, tutorials will not be recorded. |
Multiple weeks From Week 3 To Week 13 |
Clinical Hours |
Clinical Placement Students will be placed in a sessional speech pathology (internal or external) clinic with a practice educator. Start/finish times of placements may vary depending on the placement allocated to each student. |
Multiple weeks From Week 9 To Week 11 |
Practical |
Interprofessional Simulation Clinic Students are required to participate in interprofessional simulation clinic with OT students and collaboratively manage an adult case with cognitive-communication impairment following brain injury. |
Week 13 (30 Sep - 06 Oct) |
Lecture |
Lived-experience Community Showcase (Week 13) The final lecture in this course will showcase a panel of lived-experience experts sharing their personal journeys and experiences of speech pathology community care. Following individual presentations, a panel discussion will take place. This moderated discussion (between students, staff and lived-experience experts) will delve into common themes, varying experiences, and the overall impact of speech pathology care. |
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.