In the field of speech-language pathology, fostering critical thinking skills is essential for making data-driven decisions that benefit our young clients. Recent research published in the Canadian Journal of Speech-Language Pathology and Audiology highlights the effectiveness of two methods for teaching critical thinking to undergraduates in communication sciences and disorders (CSD). This blog post will discuss how practitioners can implement these findings to improve their skills and encourage further research in this vital area.
The Importance of Critical Thinking in CSD
Critical thinking (CT) is fundamental for effective clinical practice in CSD. It provides a framework for quality decision-making and is recognized as a core competency by the American Speech-Language-Hearing Association. CT skills help practitioners assess and implement the most effective treatment strategies, ensuring ethical and evidence-based practice.
Research Overview
The study compared two methods of CT instruction over a 10-week period:
- Mixed Instruction: Combines direct instruction on CT concepts with problem-based learning (PBL) using CSD examples.
- Infused Instruction: Integrates CT instruction within PBL using CSD-based problems without explicit CT teaching.
Both methods showed improvements in students' CT skills, but the mixed instruction method resulted in greater improvements.
Implementing Mixed Instruction in Practice
Practitioners can adopt the mixed instruction method to enhance their CT skills by following these steps:
- Direct Instruction: Dedicate time to learning and teaching CT concepts such as logical fallacies, problem-solving, and evaluating causal claims.
- Problem-Based Learning: Apply these CT concepts to real-world CSD scenarios. For example, use case studies of clients with specific communication disorders and work through the problem-solving process.
- Concept Mapping: Create concept maps to visualize the problem-solving process. This helps in organizing thoughts and identifying gaps in knowledge.
- Reflective Practice: Regularly reflect on your clinical decisions and seek feedback from peers to improve your CT skills continuously.
Encouraging Further Research
While the study provides valuable insights, more research is needed to explore the long-term effects of CT instruction and its impact on clinical practice. Practitioners are encouraged to engage in or support research initiatives that aim to refine CT teaching methods in CSD.
To read the original research paper, please follow this link: Effectiveness of Two Methods for Teaching Critical Thinking to Communication Sciences and Disorders Undergraduates.
