Course coordinator
Dr Brooke-Mai Whelan
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- 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 consists of six or seven weeks full-time or 4 days per week clinical placement to develop competency in practical components of speech pathology such as professional development, effective communication skills, assessment, planning and implementation of intervention. Moderate-low levels of support are provided by on-site clinical educators.
This clinical course offers you clinical learning opportunities and experience in speech pathology practice environments including clinic-based and simulation-based learning activities, and interprofessional collaboration.
- Clinical placements - This is a block placement that will commence in O week for some students and end in Week 6. UQ student email addresses will be released to relevant PracticeﾠEducators.ﾠ
- Interprofessional Collaborative Practice Module #2: You will work in small teams in a single 3-hour tutorial with students from; Audiology, Dentistry, Dietetics, Nursing, Occupational Therapy, Physiotherapy, Psychology, Social Work and Speech Pathology. This is one module consisting of on-line preparation and a face-to-face tutorial class. You will be allocated to a small team of students from different discipline backgrounds to engage in a range of learning activities, including a case conference role play, to develop your knowledge and skills to help prepare you for working in interprofessional collaborative teams when caring for clients.
- Voice/ fluency intervention tutorials: This learning activity consists of two interactive tutorials designed to enhance students’ clinical reasoning skills and practical experience in implementing evidence-based interventions for adults with fluency and voice disorders. The activity aligns with inquiry-based and practical learning approaches, integrating case-based discussions, hands-on practice, and role-play scenarios.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
SPCH7231, SPCH7232
Restrictions
MSpPathSt students only
Course contact
Tutor
Dr Brooke-Mai Whelan
Course staff
Lecturer
Ms Daniella Cain
Mrs Anne Pearson
Tutor
Dr Adriana Penman
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course is the first block clinical experience in the speech pathology program. This allows students to immerse themselves in clinical practice and to view speech pathology services within the broader context of the workplace. The clinical placement will provide essential clinical experiences. With moderate-low levels of support and guidance from the Clinical Educator, students will plan and deliver all aspects of therapeutic intervention, relating to the majority of the clinical situations encountered. Clinical skills and competencies will be assessed using Speech Pathology Australia’s Professional Standards for Speech Pathologists in Australia (2020) or the Competency Assessment in Speech Pathology (COMPASS®2) (Speech Pathology Australia, 2013).
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate effective communication skills that demonstrate a high level of professionalism and are appropriate to the audience (SPA PS 1.1, 1.5).
LO2.
Critically reflect on professional abilities and limitations, clinical reasoning, and communication skills to inform scope of practice and ongoing professional development needs (SPA PS 2.1, 2.2, 2.3).
LO3.
Deliver speech pathology services with a low level of support for routine and familiar activities, including assessment, diagnosis, planning, implementation and evaluation of speech pathology services (SPA PS 3.1-3.5).
LO4.
Demonstrate the application of person-, family-, and community-centred care, and the capacity to adapt service delivery with low levels of support where required (SPA PS 1.3, 1.4, 1.6, 1.7, 3.1, 3.4).
LO5.
Demonstrate evidence-based practice across all aspects of service delivery for clients with communication and/or swallowing difficulties (SPA PS 1.1, 1.2, 1.3, 2.2, 2.5, 3.4).
LO6.
Demonstrate readiness to enter the profession in the delivery of evidence-based, person-centered care for management of adult voice and fluency disorders. (SPA PS 1.1, 1.3-1.7, 2.1, 2.5, 3.1, 3.3-3.5).
LO7.
Recognise and demonstrate interprofessional practice skills including role clarification, team functioning, interprofessional communication, conflict management, collaborative leadership and client-centred care. (SPA PS 1.4, 2.6).
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation, Reflection, Role play/ Simulation |
Interprofessional Collaborative Practice Curriculum Assessment
|
Pass/ Fail (MUST PASS) |
21/02/2025 - 28/02/2025
The IPCP module is a Pass/Fail assessment task. Students who pass the module will receive a course grade based on the remaining assessment in the course. · Students who are unable to attend the module because they are away from Brisbane or ill on the day of the tutorial class, will be given an opportunity to complete the assessment individually. Successful completion of the assessment will enable a PASS grade for the module. · For students who engage with the module, participate in the group work and submit a genuine attempt but do not achieve a pass grade for their submitted work, will be given a second opportunity to pass the module by completing a reflective essay. If this is task is successfully completed, a grade will be awarded based on the remaining assessment in the course. · Students who do not engage with the module, fail to participate in the group work, or do not submit a genuine attempt, will be given an opportunity to complete a 5,000 word assignment on teamwork. Successful completion of this assignment will enable to be eligible to achieve a Pass grade for the course. · Students who fail the module who do not complete either the reflective essay nor the teamwork assignment will be awarded a Fail grade for the course (if the remaining assessment in the course would result in a Pass, a Fail grade will be awarded). |
| Placement |
COMPASS Clinical Evaluation
|
Pass/ Fail (MUST PASS) |
11/04/2025
Practice Educators should complete their final evaluation of students using COMPASS Online one week following the completion of their clinical placement. |
| Practical/ Demonstration, Role play/ Simulation |
Voice/ Fluency Objective Structured Clinical Examination (OSCE)
|
Pass/ Fail (MUST PASS) |
10/06/2025
Detailed information regarding the OSCE and marking criteria will be made available on the SPCH7212 course Blackboard site. |
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
Interprofessional Collaborative Practice Curriculum Assessment
- Hurdle
- Online
- Mode
- Oral, Written
- Category
- Paper/ Report/ Annotation, Reflection, Role play/ Simulation
- Weight
- Pass/ Fail (MUST PASS)
- Due date
21/02/2025 - 28/02/2025
The IPCP module is a Pass/Fail assessment task. Students who pass the module will receive a course grade based on the remaining assessment in the course.
· Students who are unable to attend the module because they are away from Brisbane or ill on the day of the tutorial class, will be given an opportunity to complete the assessment individually. Successful completion of the assessment will enable a PASS grade for the module.
· For students who engage with the module, participate in the group work and submit a genuine attempt but do not achieve a pass grade for their submitted work, will be given a second opportunity to pass the module by completing a reflective essay. If this is task is successfully completed, a grade will be awarded based on the remaining assessment in the course.
· Students who do not engage with the module, fail to participate in the group work, or do not submit a genuine attempt, will be given an opportunity to complete a 5,000 word assignment on teamwork. Successful completion of this assignment will enable to be eligible to achieve a Pass grade for the course.
· Students who fail the module who do not complete either the reflective essay nor the teamwork assignment will be awarded a Fail grade for the course (if the remaining assessment in the course would result in a Pass, a Fail grade will be awarded).
- Learning outcomes
- L07
Task description
The assessment will be completed in the tutorial class. The due date is determined by the class allocation.
This is a team assessment, and all team members are expected to contribute equally to the team’s assessment items during the tutorial. Teams will be assigned prior to the tutorial. There are two (2) parts to this assessment both based upon a client case conference role play that your team will complete during the tutorial class.
Part one requires you to complete a worksheet and will draw on your case conference role play, focusing on role-clarification, team functioning and client-centred care.
Length: There is no word limit for the worksheet.
Part two requires you to complete a team reflection on the processes adopted during your case conference role play specifically focusing on interprofessional communication, team functioning, conflict management and collaborative leadership.
Length: The team reflection will be limited to 500 words.
Teams will need to submit both assessment pieces in the Assessment tab on the IPCP Learn.UQ course site prior to the end of the tutorial class. Additional information regarding submission will be provided on the IPCP Learn.UQ course site.
Please refer to the assessment information on Learn.UQ for further details and requirements for the assessment.
Hurdle requirements
Students who fail the module who do not complete either the reflective essay nor the teamwork assignment will be awarded a Fail grade for the course (if the remaining assessment in the course would result in a Pass, a Fail grade will be awarded).Submission guidelines
Online submission via Blackboard.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Not available. Alternative task provided.
COMPASS Clinical Evaluation
- Hurdle
- Mode
- Activity/ Performance
- Category
- Placement
- Weight
- Pass/ Fail (MUST PASS)
- Due date
11/04/2025
Practice Educators should complete their final evaluation of students using COMPASS Online one week following the completion of their clinical placement.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Students will be assessed during the clinical block placement using COMPASS® Online. Students are required to complete self-evaluation prior to their meeting with their practice educator.
COMPASS Clinical Evaluation will be based on:
- Evidence from the PracticeﾠEducator that the student has/ has not demonstrated behaviours consistent with performance at Entry level on the majority of competencies (see Behavioural Descriptors of Student Competency in the COMPASS Assessment Booklet). A more detailed outline of these descriptors is available in the COMPASS 2 Resource Manual.
- Evidence of progress/ lack of progress over the course of the placement in the development of professional competencies 1 to 4 andﾠCBOS competencies 1 to 7 on COMPASS 2 (relative to opportunity).
Hurdle requirements
Students must achieve a passing grade on COMPASS at the end of placement in order to pass this course.Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Voice/ Fluency Objective Structured Clinical Examination (OSCE)
- Hurdle
- Identity Verified
- In-person
- Mode
- Activity/ Performance
- Category
- Practical/ Demonstration, Role play/ Simulation
- Weight
- Pass/ Fail (MUST PASS)
- Due date
10/06/2025
Detailed information regarding the OSCE and marking criteria will be made available on the SPCH7212 course Blackboard site.
- Other conditions
- Time limited.
- Learning outcomes
- L06
Task description
This Objective Structured Clinical Examination (OSCE) is comprised of two stations: 1) adult with a voice disorder and 2) adult with a fluency disorder. Prior to the commencement of each OSCE, you will receive case information relevant to the case. You will have 15 minutes to review the case information and plan for the session. You will then enter the clinic room and meet your client. You will have 15 minutes to conduct each session where you will:
a. Provide a brief outline of the session
b. Summarise findings from initial assessment session/ obtain a speech sample and identify stuttering behaviours
c. Provide education regarding the presenting disorder and rationale for chosen treatment
d. Implement chosen treatment technique and provide feedback to client as required
e. Conclude the session
You will then rotate to the next station to complete the second OSCE.
Hurdle requirements
In order to pass the OSCE, students must meet the PASS criteria for communication skills, analysis and interpretation, and implementation, across BOTH voice and fluency components.Submission guidelines
Deferral or extension
You may be able to defer this exam.
Deferred exams
Students may be eligible 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.ﾠStudents should apply for a deferred exam if they are unable to attend tutorials to complete tutorial tasks due to exceptional or unavoidable circumstances.ﾠ
Further details, including how to apply, can be found at https://my.uq.edu.au/node/189/0#0. Please also email the Course Coordinators to advise of the deferred exam request.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Pass/Fails | Description |
|---|---|
| P |
Course grade description: Students will be awarded a passing grade for SPCH7212 on the basis of achieving a PASS for each of the below: 1) Interprofessional Collaborative Practice Curriculum Assessment 2) Voice/ Fluency Objective Structured Clinical Examination (OSCE) 3) COMPASS Clinical Evaluation |
| F |
Course grade description: Students will be awarded a failing grade for SPCH7212 on the basis of achieving a FAIL for one or more of the below: 1) Interprofessional Collaborative Practice Curriculum Assessment 2) Voice/ Fluency Objective Structured Clinical Examination (OSCE) 3) COMPASS Clinical Evaluation |
Supplementary assessment
Supplementary assessment is not available for some items in this course.
Voice/ Fluency OSCE is eligible for a Supplementary Assessment. COMPASS Clinical Evaluation contains a placement component and therefore is not eligible for a Supplementary Assessment.
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.
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.
Resubmission/Resit of Assessment Items
A resit or resubmission of assessment items is not available for this course.
Submitting assessment in Blackboard and Turnitin
When the assessment is submitted throughﾠBlackboardﾠyou will receive a confirmation page as a digital receipt. This information will also be sent to your student e-mail account. Please ensure you keep this email.
When the assessment is submitted throughﾠTurnitinﾠyou 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:ﾠhttps://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/learnuq-assessment. Please review this information so you understand how to successfully submit your assessment items.
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 |
Tutorial |
GEMS Interprofessional Collaborative Practice Module (Friday O week OR week one) (Tutorials) You will work in small teams in a single 3-hour tutorial with students from; Audiology, Dentistry, Dietetics, Nursing, Occupational Therapy, Physiotherapy, Psychology, Social Work and Speech Pathology. This is one module consisting of on-line preparation and a face-to-face tutorial class. You will be allocated to a small team of students from different discipline backgrounds to engage in a range of learning activities, including a case conference role play, to develop your knowledge and skills to help prepare you for working in interprofessional collaborative teams when caring for clients. Learning outcomes: L07 |
Placement |
Clinical Placement (O week - week 6) Students will be placed in a speech pathology (internal or external) clinic with a practice educator, for a six or seven week (full time) block placement experience. For some students, placement may commence in O week. All placements will be completed by Week 6. The aim of this placement is to develop competency in practical components of speech pathology such as professional development, effective communication skills, assessment, planning and implementation of intervention. Moderate-low levels of support are provided by on-site clinical educators. Start/finish times of placements may vary depending on the placement allocated to each student. Learning outcomes: L01, L02, L03, L04, L05 |
|
Week 9 |
Lecture |
Practice Education Preparation Lecture This two hour lectorial will provide you with an opportunity to share your placement experiences and to gain information regarding your Semester 2 block placement in SPCH7221. Learning outcomes: L01, L02, L03, L04, L05 |
Tutorial |
Voice/ Fluency OSCE preparation tutorial This 4-hour tutorial is designed to enhance students' clinical reasoning skills in selecting and implementing evidence-based interventions for adult voice and fluency disorders. The session is divided into two 2-hour blocks, with case-based discussions guiding students through the decision-making process. Students will apply assessment findings, justify intervention choices, practice therapy techniques, and respond to client needs in simulated interactions. Learning outcomes: L06 |
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: