logo_clin handbook l3_2010.doc

7/27/2019 LOGO_CLIN HANDBOOK L3_2010.doc

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Athens Metropolitan CollegeAMC

Department of Speech Therapy

in collaboration with

Queen Margaret UniversityEdinburgh

B.Sc. (Hons.) in Logopaedics

Clinical Handbook 3

Level 3

2010-2011


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Athens Metropolitan College Clinical Handbook Level 3Department of Speech Therapy

Contents

Preface........................................................................2

1. Making Contact..........................................................22. Health and Safety in Clinical Settings ...........................32.1 Introductory points............................................................................................................3

2.2 Oral examination and intra-oral exercises........................................................................3

2.3 Dysphagia Swallowing Disorders .................................................................................3

3. Professional Issues.....................................................33.1 Attendance and Punctuality .............................................................................................3

3.2 Responsibility for client management .............................................................................4

3.3 Students responsibilities .................................................................................................4

4. Aims and Objectives of Clinical Practice .......................4

5. The role of the Clinical Tutor (CT) ................................45.1 Supporting the students acquisition of clinical skills ...................................................45.2 Supporting the students acquisition of clinical administration / management techniques

.................................................................................................................................................5

6. Session plans............................................................57. Clinical Portfolio.........................................................5

7.1 Portfolio activities............................................................................................................6

7.2 Portfolio task 1 (Level 3, Semester 1)...............................................................................6

7.3 Portfolio task 2 (Level 3, Semester 2)...............................................................................7

8. Practical Assessment..................................................78.1 Clinical portfolio assessment............................................................................................7

8.2 Failing practical and clinical evaluation assessment.........................................................8

8.3 Awarding a placement grade.............................................................................................8

9. Filling in the Clinical Report Form (Clinicians Grading)....810. Awarding a grade.....................................................9

10.1 Criteria............................................................................................................................9

10.2 Marking the CRF..........................................................................................................10

Appendices

Appendix I Clinicians Grading Form...............................12

Appendix II Clinicians Half-way Comments.....................22Appendix III CTP III Assessment Protocol.........................23

Document preparation: Ms Anthi ChaidaContributors: Dr Maria Mastropavlou, Ms Maria Boyiatzi, Ms Niki Valsami

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Preface

This handbook was designed to complement the B.Sc. (Hons.) in Logopaedics StudentHandbook by providing specific information on students Clinical Practice. This Handbook

should be used in conjunction with the Placement Handbook designed to provide generalinformation on Clinical Practice both to students and clinical supervisors. All ClinicalHandbooks were based on the Handbooks designed for the B.Sc. (Hons.) in Speech andLanguage Therapy, delivered at Queen Margaret University (QMU). The QMU Handbookswere adapted to the needs of the B.Sc. (Hons.) in Logopaedics programme, the structureof its clinical practice and the needs of its students.

1. Making Contact

All placements under taken by Speech and Language Therapy students at Metropolitan College are

organized by the Placement team:

Clinical Practice Coordinator Level 3 TutorMrs Anthi Chaida Mrs Niki ValsamyTel: 210-6199891 Tel: 210-6199891Fax : 210-6199320 Fax: 210-6199320

E-mail: [email protected] E-mail: [email protected] Metropolitan CollegeDepartment of Speech Therapy74 Sorou St.151 25 Maroussi Athens

Placements are ALWAYS organised through the placement team.For general information appropriate to clinical placements throughout the course, students areobliged to consult the general guideline for Student Placements.

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mailto:[email protected]:[email protected]:[email protected]:[email protected]


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2. Health and Safety in Clinical Settings

2.1 Introductory points

Many health and safety issues can arise within the clinical setting. Most of them arise with certain

client groups, for example children with special needs, a physical disability or patients with specificor patients with specific medical conditions

Students must be aware that they may be faced with situations that require careful consideration.

All Tutors and CEs have the responsibility to ensure that students on placement are appropriatelyaware of the health and safety regulations of each setting that they attend.

In the third year of their studies students will deal with a variety of client groups, both with childrenand adults. This very good theoretical background is required for the students in order to be able towork in the different placements.

2.2 Oral examination and intra-oral exercises

Surgical gloves should be worn for any oral examination or intra-oral exercise programme.

Non-disposable (e.g. feeding utensils, PNF brushes, tympanometry seals) should be appropriately

disinfected and cleaned immediately after the session finishes.

Disposable equipment (e.g. gloves, spatulas, tissues) must be appropriately disposed of

immediately after the examination/therapy session is completed.

2.3 Dysphagia Swallowing Disorders

Assessment and management of Swallowing Disorders are part of a Speech and Language therapistsrole with certain client groups.

As part of undergraduate training, students are expected to participate in helping witheating or drinking under supervision.

Teeth cleaning is many times regarded as an extension of mealtime oral training e.g. for

cerebral palsy children. Students may be requested to assist with this as part of a therapistlead programme.

3. Professional Issues

3.1 Attendance and Punctuality

Students should keep a record of each clinic visit, noting the initials and diagnosis of each patientseen, with a brief outline of treatment carried out, together with any personal observations. Thisnotebook is brought to AMCs Level Tutor.

If a student is unable to attend clinic for any reason, he/she must notify the clinician as early aspossible. For this reason you should keep a note of telephone numbers and telephone the clinic orthe clinical supervisor. Absences from clinic should also be reported to the department.

Please arrive promptly at the agreed time. Punctuality is a courtesy to clinicians and essential forwell-planned treatment sessions.

Please ensure that your clinical supervisor has a contact phone number where you may be contacted

or a message left for you in the event of last minute cancellation of a clinic.

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3.2 Responsibility for client management

The Clinical Tutor (CT) is responsible for the management and care of his/her clients. Studentsundertake assessment and treatment only under the direction of the CT. It is therefore inappropriate

for students to take decisions regarding admission, discharge or referral of clients to other clinics orrehabilitation centres.

3.3 Students responsibilities

Students are required to exhibit the following:Preparation for session Hypotheses should be clearly worded and linked to sound theoretical rationale.

Clear session plans

Materials should be well organised and designed

Behaviour should be appropriately professional throughout

Session management Unexpected and/or situations should be dealt with appropriately

Flexibility should be demonstrated in the sessions with suitable justification

Sessions should be well-managed and well-balanced

Students should demonstrate therapeutic effectiveness

Ability to discuss work and professional progress A sound theoretical base should be given for clinical decisions

Self evaluation (analytical and professional) should be carried out

Clinical objectives Students must consistently demonstrate competence in the full range of sub skills of the major

skill areas of the Clinical Objectives.

4. Aims and Objectives of Clinical Practice

During clinical placements students are expected to become immediately actively involved in clinicalactivities.

They should begin to work with clients and their families.

They should begin to experience on-going assessment, diagnostic therapy and interventionprocedures until they are taking responsibilities on their own small caseload of clients.The aims of clinical practice during the 3rd year are: to provide the students with learning objectivesfor their clinical placement so that they have clear idea of what they to have learn and achieve by

the end of the year. To make clinical skills more explicit in order to help the students learn about the process of

Speech and Language Therapy.

To provide explicit criteria for assessment of clinical competence.

5. The role of the Clinical Tutor (CT)

5.1 Supporting the students acquisition of clinical skills

To support the students experience with clinical practice by providing o period ofobservation and gradually introduce them in direct clinical activities.

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To supervise and direct students in their assessment and intervention with clients.

To read and discuss the students session and treatment plans and provide feedback on the

portfolio activity completed during the placement.

To give feedback about the students interaction with clients.

5.2 Supporting the students acquisition of clinical administration /management techniques

To give opportunities for discussion of specific issues in client management case prioritisation

clinical effectiveness, professionalism and professional policy.

To support students in the development of a professional relationship with the various

members of the interdisciplinary team.

To introduce students to the administrative procedures of the setting e.g. for referrals,

reports and letter writing, ordering equipment etc.

In the middle of the clinical practice period, Clinical Tutors are advised to fill in the Half-way

Comments Form (see Appendix) and to discuss with the students areas that need improvement.

6. Session plans

Students are expected to prepare detailed written plans, with reference to supporting literature, forsession that they are asked to be involved with, in the clinics and discuss these with their ClinicalTutor (CT).

7. Clinical Portfolio

The clinical portfolio is a cumulative piece of work in which students maintain a record of all theirplacement and clinical experiences and related course work activities throughout all years of thecourse.The portfolio can be discussed during tutorials with the students academic tutor. It is theresponsibility of each student to present the portfolio to the CTP III module tutor at the end of eachsemester, with the activities that are due for each semester. The Clinical Portfolio is graded on aPass/Fail basis. Please note that if the portfolio is missing an activity that you are required toinclude, it is considered an automatic Fail.

The Clinical Portfolio for Level 3 should include the following items listed below.1. A contents page summarizing the information contained in each section. Each section is

organized chronologically, starting from the most recent experience.2. A summary of clinical placements. This section should include the placement names, populationand range of ages seen, as well as duties performed there.3. A copy of the students evaluation of each placement. This is an evaluation form filled out bythe student and should reflect on his/her experiences at each placement, supervision received,and learning goals that were achieved.4. A copy of the Clinicians grading form. This is a form that the supervisors of each placement areobliged to complete. This is essentially a feedback sheet providing information about the studentsabilities in conducting assessments, therapy, professionalism, working with other professionals,motivation and willingness to learn, timeliness and overall performance at the placement.5. Portfolio activities. There is one compulsory portfolio activity for semester 1 and one electiveactivity for semester 2. Details and information regarding these activities is provided in thePortfolio Activities Section.

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7.1 Portfolio activities

Students are required to complete one portfolio activity for each semester. During semester one,there is a specific activity which is compulsory, and during semester two, there is a choice amongst5 activities.

Compulsory Portfolio Activity: An initial client contact.

Students are required to prepare for and carry out an initial assessment with an adult or childclient either in the AMC lab or their clinical placement. A report of no more than 1500 words, must be written, outlining the outcome of the evaluation(clinical findings, diagnostic statement) and a plan of action (goals, session aims, strategy for thesession, evaluation of the session, references)

The student can fulfil this requirement at any point (time) and at any placement during thesemester. The student must have this report completed by the end of the first semester so as to show the

module coordinator during their end-of-semester meeting.

Elective Portfolio activity suggestions:

The student is free to choose which activity will complete based on individual interests or thenature of their placement. All portfolio activities will be presented in class. The activity should becompleted within 500-1000 words.

1. Carry out a literature search which will support the management of a case selected by yourclinician. Provide a brief bibliography of no more than 7 references and summarise the pointswhich could contribute to the future management of the case.

2. Prepare a 10-15 slide power point presentation which targets a specific speech and language

disorder and prepare to present a therapy approach which successfully addresses this disorder.3. Write a draft report on a case you have seen following their initial assessment. Bear in mind that

the report will be sent to the referring agency and other relevant parties, includingcarers/parents. They will require an overview of your findings to date, a clear statement aboutfuture management intentions and, where appropriate, the aims of any further intervention.

4. Write a draft report on a client who has completed a course of treatment. Include a summary ofresponse to therapy se far and a clear statement about future management. Where appropriateinclude an advice sheet which can act as a reminder for the carers about the suggestions andactivities which you have already discussed to promote continuing progress.

5. You will be involved in the construction of an informal language test for use in the AMC lab or atyour clinical placement. Your responsibilities will include compiling a list of speech and language

developmental skills from ages 0-5, a clinicians marking sheet and various materials that youmay need to carry out the assessment (for each age group).

7.2 Portfolio task 1 (Level 3, Semester 1)

Students are required to complete one portfolio activity for each semester. During semester one,there is a specific activity which is compulsory.

Compulsory Portfolio Activity: An initial contactStudents are required to prepare for and carry out an initial assessment with an adult of child clienteither in the AMC lab or their clinical placement.

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A report no more than 1500 words- must be written, outlining an outcome of the evaluation (clinicalfindings, diagnostic statement) and a plan of action (goals, session aims, strategy for the session,evaluation of the session, references).The student can fulfil this requirement at any point (time) and at any placement during thesemester.The student must have this report completed by the end of the first semester so as to show themodule coordinator during their end of semester meeting.

7.3 Portfolio task 2 (Level 3, Semester 2)

During semester two students are required to complete one elective activity. The student is free tochoose, which activity will complete based on individual interests or the nature of their placement.All portfolio activities will be presented in class. The activity should be completed within 500-1000words. The clinical tutor provides the students with a list with different activities.

8. Practical Assessment

Semester 1

The practical assessment of the semester has 2 components:1. A placement grade awarded by the clinical supervisor (10 %).2. A formative portfolio activity.3. A formative clinic visit by the module tutor (takes place throughout the year).

Semester 2

The practical assessment of the semester has 4 components:1. A placement grade awarded by the clinical supervisor (10 %).2. Clinical Evaluation Exam (80 %).3. Formative portfolio activity.4. Clinical portfolio (pass or fail).The Clinical Evaluation Exam consists of: a written case report (10 %), an oral presentation of case(20 %), a video exam (35 %) and a viva exam (35 %).

- Each element of assessment must be passed separately with a mark of 40% or above.Additionally, the Clinical Portfolio must be passed independently.

- The placement grade will be the average of all placements including the AMC lab a studentmay attend during each semester.

- The final grade received for the Clinical Evaluation Exam will be the outcome of all individualcomponents. In case of failure (the final mark resulting from all components is below a 40%),

the whole procedure must be repeated with a different client.- (For more details see the Clinical Theory and Practice III, see Assessment Protocol in Appendix

III).

8.1 Clinical portfolio assessment

The Clinical Portfolio must be passed independently, in order to pass the CTP III module.The Clinical Portfolio is marked on a pass-or-fail basis by the Module Tutor. The Module Tutor goesthrough a checklist and checks if all portfolio tasks and activities are completed and included in thePortfolio. If one or more portfolio tasks are missing, the student fails.If the student has failed the Clinical Portfolio, he/she can be reassessed after completing a minimumof 10 days additional clinical work during the summer period or September and submitting again theClinical Portfolio with all tasks completed.

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Failure in the Clinical Portfolio assessment costs students 4 credits, which renders passing thisassessment a mandatory requirement for passing the CTP III module.

8.2 Failing practical and clinical evaluation assessment

A student failing the placement grade can only be reassessed after completing a minimum of 10 daysadditional clinical work during the summer period or September. This placement may take the formof a block placement or weekly sessions and must normally be completed before the October Boardof Examiners and the beginning of the new academic year. This additional experience will bearranged only by the Clinical Coordinator of AMC.Note that all placement evaluations (including the AMC lab) a student attends during each semesterhave to be passed independently (grade over 40%).The final grade received for the clinical Evaluation Assignment will be the outcome of all individualcomponents. In case of failure (the outcome of all the components is below 40%) the wholeprocedure must be repeated, at a later date, with a different client.

8.3 Awarding a placement grade

The Clinical Report Form is designed to allow clinical tutors to describe a students performance inthe following key areas and to award a grade for overall performance on the clinical placement.KEY AREAS:

I. ProfessionalismII. Ability to assess the patients needs and capacitiesIII. Ability to set theoretical goalsIV. Ability to integrate theoretical knowledge into clinical practiceV. Ability to identify aims of therapyVI. Ability to prepare and organise the therapy sessionVII. Ability- to achieve therapy goals during sessionVIII. Ability to evaluate own performance and development needs

The Clinical Report Form is intended to provide a guide to expectations, capacities, self-evaluationof performance, and competences of each student at the end of the semester.

9. Filling in the Clinical Report Form (Clinicians Grading)

The Clinical Report Form (CRF) was adopted from the QMUC clinical assessment scheme and providesa separate table for each key area, which is broken down into a series of clinical abilities. Theexample below shows 5 abilities from the key area Professionalism. The abilities are ordered toreflect a students progression towards clinical qualification at specific levels of the course. Theseare given in the Level column. The example here represents Level 3 and indicates that these

abilities should be present by the end of the third year. The following columns allow the clinician toindicate whether, at the time of discussion, a particular ability is judged to be Enhanced, Present,Emerging, or Absent. If an attribute may not be applied to a particular placement NotApplicable is indicated.

Depending on the Level of studies of the student, rows of the table that correspond to higher levelsare shaded as not applicable. The example illustrates a Level 3 form.

PROFESSIONALISMLEVE

L

Enhance

d

Present

Emergin

g

Absent

Not

1. Interest in all aspects of clinical practice 1

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2. Ability to cooperate and deal with all requirements 1

3. Adequate preparation for and organisation of the sessions 2

4.Effective communication with both patients and carersbefore, during and after the sessions (e.g. in the waitingroom)

2

5. Anticipation of appropriate roles without prompting 3

6.Ability to discuss clinical issues and participation in clientmanagement in near-equal partnership with clinician

4

DEFINITIONS

Enhanced this indicates that the student has demonstrated a high level of achievement in theattribute specified.

Present this indicates that the student is able to demonstrate the attribute consistently.Emerging this indicates that the student demonstrates the attribute, but still requires

considerable support and guidance.Absent this indicates that the student has never demonstrated the attribute in question.Not applicable this indicates that the attribute may not be applied to the particular placement.

The clinician should consider and tick a column for all attributes up to and including the level in thecourse that the student is about to complete, i.e. for a student just finishing level 3, the clinicianshould check all attributes up to that point, as indicated in the Level column. Finally, for a studentwho has done exceptionally well, the clinician may wish to comment on his/her performance inabilities appropriate to higher levels in the course. In the example shown above, of a studentcompleting level 3, the clinician has noted that the student has shown some ability to discussclinical issues and participation in client management in near-equal partnership with clinician,normally expected to emerge at Level 4.

10. Awarding a grade

In awarding a placement grade, the clinician should make the decision on the basis of the criteriaspecified below. It is perhaps helpful to first think about what is required for the student to achievean Average Performance as the bench mark and then see if the student is exceeding or not quiteachieving this level of performance.

10.1 Criteria

Grade C (50-59%), reflecting Average Performance is appropriate if, by the end of theplacement, the student has shown that all the abilities expected by their level in the course areobserved to be at least present. Importantly only abilities that the student has had theopportunity to demonstrate can be taken into account. A grade C implies that the student hasattained the expected standard for the level. Grade C can also be appropriate for those studentswho deviate slightly from the bench mark standard insofar as the majority of expected attributesarepresent and a small minority of attributes, shown as emerging, are balanced with some thatare enhanced.

If the student is additionally demonstrating enhancedperformance in some attributes specified

for their level, then a Grade B (60-69%), reflecting Very Good Performance, is appropriate. If the student is additionally demonstrating enhancedperformance in the majority of attributes

specified for their level, then a Grade A (70-79%), reflecting Outstanding Performance, isappropriate.

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Grade D (40-49%), reflecting Adequate/Marginal Performance is appropriate for those studentswho are demonstrating that a majority of attributes expected at their level and previous levelsarepresent but with some attributes still emerging.

Grade E(0-39%) signifies a Fail. This is appropriate if any attributes expected at the studentslevel or previous levels are absent or where the majority of attributes expected at the studentslevel are still emerging. In the case of a fail, the student will be required to carry out additionalassessed clinical practice, as elements of the clinical education modules must be passedindependently.

Note: It must be emphasised that these judgements must be made in the context of (a) the extentto which the placement has given a student the opportunity to demonstrate the attribute beingconsidered, and (b) the standard that is appropriate for the level of the course.

10.2 Marking the CRF

An example marking scale is shown below (see also the Clinicians Grading Report Form in Appendix

I). As you can see, each grading band translates into a range of percentage marks. The Clinical Tutoris therefore able to make some further judgement as to whether the student has presentedsufficient evidence to be graded near the top, in the middle or at the low end of each grading band.After making this judgement, the clinician then places a bar on the scale within the band chosen, toindicate the judgement. The clinician can translate the bar into a percentage point if they wish, orthis can be done by AMC. The figure derived is credit rated towards the students final year mark. Inthe example below, the clinician has judged that the student is performing just above middle ofVery Good (B) and this would be translated to a mark of 68%.

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APPENDICES[CLINICAL FORMS AND REPORTS]

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Appendix I Clinicians Grading Form

ATHENS METROPOLITAN COLLEGEDEPARTMENT OF SPEECH THERAPY

CLINICIANS GRADING CLINICAL REPORT FORM (CRF)1- LEVEL 3

Please tick the appropriate box for each aspect, taking into consideration the level at whicheach attribute is expected with respect to the students level of studies.

Name of student ________________________ Duration: _________________________

Placement _____________________________________________________________________

TABLE I PROFESSIONALISM

PROFESSIONALISM

L

EVEL

Enhance

Pr

esent

Eme

rging

A

bsent

Not

1. Interest in all aspects of clinical practice1

2.Ability to cooperate and deal with all requirements such as timelypreparation and completion of session plans, session analysis,observation forms or other class assignments

1

3. Punctuality 1

4. Promptness to communicate with the clinic whenever necessary1

5.Compliance with the clinics formal requirements (e.g. code ofattire)

1

6. Confidentiality 1

7. Effective communication with the multi-disciplinary team 1

8. Adequate preparation for and organisation of the sessions 2

9.Effective communication with both patients and carers before,during and after the sessions (e.g. in the waiting room)

2

10.Eagerness to ask questions about the organisations of the clinicand its therapy policies

2

11.Demonstration of respect of moral issues, such as the patientsrights

2

12. Anticipation of appropriate roles without prompting 3

13.Ability to discuss clinical issues and participation in clientmanagement in near-equal partnership with clinician

4

14.Ability to discuss client management issues with otherprofessionals

4

ADDITIONAL COMMENTS__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1 This form is completed by the clinical tutors at the end of each term, in order to provide a type of assessmentfor each student.

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TABLE II EVALUATION OF THE PATIENTS NEEDS AND ABILITIES

EVALUATION OF THE PATIENTS NEEDS AND ABILITIESLEV

EL

Enhanc

ed

Prese

nt

Emerging

Abse

nt

N

ot

1.Relevant and objective comment-making, systematicallyreported, both verbally in class/lab and in writing

1

2.Quickness to realise the importance of receiving advice fromthe patient as well as from the supervisor.

1

3.Correct use of the information contained in the patientshistory.

2

4. Effective choice of the appropriate assessment procedure.2

5. Successful fulfilment of the assessment procedure.

2

6. Precise pointing out and analysis of the assessment results.3

7. Sufficient analysis of the speech and language data.3

8.Sufficient interpretation of the assessment procedure resultsand the data analysis.

3

9.Comprehensive report on data feedback to the clinicalsupervisor.

3

10.

Collection of information from all sources available in order

to achieve the best possible results of the patient.

4

11.Use of correct terminology when discussing with the multidisciplinary team.

4


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TABLE III ABILITY TO SET THEORETICAL GOALS

ABILITY TO SET THEORETICAL GOALSLEV

EL

Enhanc

ed

Prese

nt

Emerging

Abse

nt

N

ot

1. Sets accessible goals for every single case. 2

2.Successfully discriminates between short-term and long-termgoals.

2

3. Prioritises goals according to the patients needs. 3

4.Acts in full awareness of the principles that govern effectivesupply of a service, e.g. group/person or direct/indirect

therapy, contacts with the patients.

3

5.Ability to define appropriate goals for the next session out ofpersonal assessment and evaluation after the present session.

3

6.Redefines the initial goals according to the patients needsand new data.

4

7. Gives the reasons for the redefinition of the goals. 4

ADDITIONAL COMMENTS

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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TABLE IV ABILITY TO INTEGRATE THEORETICAL KNOWLEDGE TO CLINICAL PRACTICE

ABILITY TO INTEGRATE THEORETICAL KNOWLEDGE TOCLINICAL PRACTICE

LEV

EL

Enhanc

ed

Prese

nt

Emerging

Abse

nt

N

ot

1.Awareness of the relevance of theoretical knowledge toclinical work.

2

2.Consideration of the recommendations for the study ofrelated bibliography.

2

3.Effective bibliographical research and discussion with theclinician about the therapy outcomes.

3

4.Critically evaluate assessment management andintervention procedures in the light of theoreticalknowledge.

3

5.

Ability to invent methods for the assessment of the

effectiveness and the outcomes of the patients therapy.

4

6.Draws on reported efficacy studies in relation to currentclient group.

4


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TABLE V ABILITY TO IDENTIFY AIMS OF THERAPY

ABILITY TO IDENTIFY AIMS OF THERAPY LEVEL

Enhanced

Pre

sent

Emerging

Ab

sent

Not

1. Clear aims of therapy.2

2. Ability to identify short-term aims / long-term aims.2

3.Ability to contribute to discussion about aim for the nextsession.

2

4.Ability to discuss and justify management and treatmentapproaches.

3

5.Appreciation of the value of a team approach when

deciding on aims of management.

3

6.Identifies appropriate long-term aims of management onthe basis of own evaluation of client.

3


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TABLE VI ABILITY TO PREPARE AND ORGANISE THE THERAPY SESSION

ABILITY TO PREPARE AND ORGANISE THE THERAPYSESSION

LEVEL

Enhanced

Presen

t

Emerging

Absen

t

No

t

1. Deep interest in the planning and setting of goals.1

2.Selection of materials which contribute to the achievementof the goals set and suit the patients abilities and interests.

2

3.Correct and systematic presentation of reports on eachsession.

2

4.Ability to support sufficiently the selection of therapeuticgoals for each session.

3

5. Ability to select activities and materials for each session.3

6. Successful application of the theoretical knowledge in theorganisation of the therapeutic session.

4


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TABLE VII ABILITY TO ACHIEVE THERAPY GOALS DURING SESSIONS

ABILITY TO ACHIEVE THERAPY DURING SESSIONSLEV

EL

Enhanc

ed

Prese

nt

Emerging

Abse

nt

N

ot

1. Effective and methodical implementation of the therapy.2

2.Encouragement of the patients motivation, participation andcooperation.

2

3.Clear explanation / presentation of a new activity to thepatient.

2

4. Ability to encourage / elicit a positive response.2

5. Effective response to psychosomatic needs of the patient.2

6. Ability to decide correctly on the frequency of the sessions.2

7.Smooth transition from one activity to another during thesession.

3

8.Ability to begin and end a session using the patients needs asa yardstick.

3

9.Ability to take on various roles in group sessions (e.g. leader,coordinator, observer).

3

10.Ability to respond to the needs of individual patients in groupsessions.

4

11. Easy modification of the session according to the patientsdisposition and willingness to cooperate.

4

12.Ability to act with ever increasing independence from theclinician during the session.

4

13.Demonstrates ability to manage a range of clients includingmembers of client groups not previously encountered.

4

ADDITIONAL COMMENTS____________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________

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TABLE VIII ABILITY TO EVALUATE OWN PERFORMANCE AND DEVELOPMENT NEEDS

ABILITY TO ACHIEVE THERAPY DURING SESSIONSL

EVEL

Enha

nced

Present

Eme

rging

Absent

Not

1. Is responsive to constructive feedback on performance3

2.Uses audio/video recording to assist in evaluating ownperformance

3

3.Shows awareness of the effects of own behaviour on clientsresponses

4

4.Makes a realistic evaluation of own performance andidentifies own development needs

4

5.

Identifies how own development needs can be met and takes

responsibility for own learning

4


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General comments______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

___________________________________________________________________________________

______________________________________________________________________________________

___________________________________________________________________________________

Learning goals for next placement______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

___________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

___________________________________________________________________________________

Please use the marking sheet and give the student a final grading, based on your aboveremarks.

Clinicians grading

_________________________

Clinicians full name

_________________________

Clinicians signature Trainees signature

_________________________ _______________________

Date

__________________________

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CLINICIANS GRADING REPORT FORM - Marking sheet and criteria for allocating grades

Information for supervisors: Select the appropriate grading (based on the criteria provided below) and then put a bar at the point that best reflects thestudents performance.Note: When making these judgements, it is important to bear in mind the extent to which the placement has given a student the opportunity todemonstrate the attribute being considered and on what can be expected from the student at that level.For a more detailed description, see Paragraph 10 Awarding a Grade.

100% 90 80 70 60 50 40 30 20 100%

Excellent (A+) Outstanding (A) Very Good (B) Average (C) Marginal (D) Fail

All or almost allattributes expected at

the students course leveland previous levels are at

least enhanced.

All attributes expected atthe students level andprevious levels are atleast present and themajority are at least

enhanced.

All attributesexpected at the

students level andprevious levels areat least present andsome are at least

enhanced.

All attributesexpected at the

students level andprevious levels areat least present

ORthe majority of

these are at leastpresent with the

small minority thatare emerging

balanced by somethat are present.

The majority ofattributes expected

at the studentscourse level and

previous levels areat least presentwith some still

emerging.

This grade should be given where ANY attribute expected at thestudents course level and previous levels is absent

OR

Where the majority of attributes expected at the studentscourse level and previous levels are still emerging

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Appendix II Clinicians Half-way Comments


Clinicians Half-way Comments

Name of student: ______________________________________________________

Week of attendance: ______________________________________________________

Placement: ______________________________________________________

Name of Clinical Tutor: ______________________________________________________

Signature: ______________________________________________________

General Comments

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Please, document specific areas that need improvement.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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_____________________________________________________________________Appendix III CTP III Assessment Protocol

Clinical Theory and Practice III (S3241)Assessment Protocol

Learning outcomesL1 demonstrate firm theoretical knowledge for clinical assessment drawing on learning

from levels 1, 2 and 3L2 develop and apply their knowledge and skills to an increasing variety of clinical

settingsL3 reflect on own performance in clinical settings and compile a reflective diary of

clinical experienceL4 demonstrate a problem-solving approach to patient managementL5 demonstrate skills in selected AAC and audiological techniquesL6 demonstrate ability to handle demanding client groups in assessmentL7 compile comprehensive records, case histories and reports of clients

L8 exhibit skills of working in a multi-disciplinary team and decide collaboratively ontreatments

Assessment pattern

Semester 1Clinicians grading 10% L2,L3,L5,L6,L8Clinic visit by module tutor* formative L1, L3, L4, L8

Semester 2Clinicians grading 10% L2,L3 L5,L6,L8Clinic visit by module tutor* formative L1, L3, L4, L8

Clinical evaluation: 80%Written support 10% L1,L3, L4,L7Oral presentation 20% L2,L5,L6Video 35% L4,L6Viva 35% L1,L3

Clinical Portfolio Pass/Fail L2,L4,L5,L6,L7,L8,L10

IMPORTANT NOTE: The Clinical Portfolio must be passed independently, in order to passthe CTP III module.* The clinic visit by module tutor takes place throughout the whole year.

Clinical evaluation(The whole clinical evaluation counts 80% of the students grade)

Students are required to sit for a practical exam at the end of Level 3. They are

required to produce on their own two at least video taped assessment sessions fortheir clinical evaluation. For their exam only one video tape will be used. The otherwill be used in case of failure. Students are free to choose between a child or anadult and to perform their assessment at any time (initial assessment or other) aslong ase they are explainefull. Students are free to video tape at any point duringthe period of the two semesters. Each student must present a different videoassessment either from their placement or from the lab at AMC.

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The clinical evaluation must be passed independently of the other parts of the

assessment pattern (clinicians grading) and counts for the 80% of the studentsgrade.

Students will present their cases, indivindually, in AMC, to two examiners, one of

whom has to be an SLT.Oral presentation and discussions with the examiners may

be videotaped to allow the External Examiners to moderate the assessmentprocess.

The case presentation will normally include a 20 minute , unedited video-tape of

the student involved in some form of assessment which contributes to anunderstanding of the clients communicative abilities and needs. The students maytherefore be engaged in administration of formal or informal assessments, indiagnostic therapy andor in assessing the effectiveness of therapy. The video willtypically involve the student interacting directly with the client and ideally thecamera angle should capture both the client and the student. In some cases it isrecognised that the assessment of the client may be more appropriately carried outby the clients supporter/s. In these cases the student will be shown interactingdirectly with the supporter/s.

The total time allocated for each students case presentation is 1 hour. Students will be given written feedback on their performance, normally following

completion of all the case presentation examinations for their cohort.

Students must present evidence that they have obtained consent for making the

video from the persons that may be identified bytheir appearanc on the tape -thistypically include the client but it may also include supporters.The student shouldobtain the appropriate consent forms from the Clinical Coordinator. Consent formsshould not be given to clients or supporters without prior agreement with thesupervising clinician.

Further details of the requirements and assessment objectives for each of the parts ofsudents clinical evaluation are given on the following pages.

Written Case Report- 10%

Students produce a case report assignment based on the video tape assessment session,

which are responsible to produce throught semester 1 and/or semester 2. The writteninformation should not exceed 5 sides of A4 paper. (Students are reminded thatconfidentiality must be maintained in all supporting information by removing allinformation that could identify the client or other professionals or people mentionedin the written documentation and oral presentation. Pseudonyms of pseudo-initialsshould be used and clearly noted as such. Breach of these conditions will result in thematerial being returned to the student for appropriate modification before sitting theexamination. In these circumstances the student can only receive a maximum of 40%

for the examination, although feedback will be given as to the actual mark which theexamination performance would have attracted).

The originals signed consent forms for all the people identifiable in the videotape must

be handed in to the Clinical Coordinator in a sealed envelop, marked confidential, assoon as possible after handing in the videos. Clinical evaluation exam will not takeplace in the absence of this documentation.

Three hard copies of written case report should be handed to the Clinical Coordinator

at least one week before the case assessment presentation is due to take place. This isto allow the examiners to have an opportunity to read this information before thePresentation.

This written information should contain:1. Brief administrative details2. A detailed, systematic and evidenced summary of the clients abilities and

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needs known prior to the session to be shown.3. A statement outlining the motivation for the assessment carried out during the

session (including ay additional assessment taking place in the session but notportrayed in the video) and a rationale of the assessment techniques selected toprovide the information required.

4. A onepage written plan of the complete session from which the videopresentation is extracted.

5. A detailed evidenced summary to the information gained about the client as aresult of the session and, where appropriate, a brief summary of furtherinformation required.

(Students are reminded that, although they can choose to present some ofthis information in the form of an appendix, the whole of the writtenmaterial to be considered by the examiners must not exceed 5 sides of A4paper)

Students have to demonstrate that they can: Report the results of assessment in a full and accurate manner

Select appropriate assessment procedures

Discuss the implications of collecting data in a variety of

communicative settings. Score and analyse data assessment results accurately.

Interpret the results of assessment procedures and data analysis

Draw inferences from all available information to establish a

comprehensive picture of peoples communicative abilities andneeds.

Oral presentation (with PowerPoint) - 10 minutes - 20%

The student introduces the case to the examiners by providing: A brief, clear and orderly summary of the clients communicative profile, highlighting

the contribution made by the session to be seen.

Some insight into how the assessment will contribute to future client management.

An evaluation of the students own performance during the video

An insight into the contribution that preparation for this exam has made to the

students professional development.The student uses an oral presentation to explain the purpose and outcome of theassessment session featured in the video. This is an opportunity for the students todemonstrate that they can:

Report findings systematically and succinctly

Integrate the information from all sources to make a holistic and accurate evaluation

of the client Report on the implications of the assessment effectively

Fairly and accurately evaluate their own performance during a session

Reflect on the process of identifying and meeting learning goals.

Video demonstration - 20 minutes - 35%

It is recommended that students videotape a complete session (which is likely to be longerthan 20 minutes duration).Students should then select 20 minutes of the videotapematerial for presentation. The section shown must not be edited but must show continuous20 minute period of interaction between the student and the client and/or the clientssupporter. The video material should normally include either the opening of the session orthe closing of the session.

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The video is an opportunity for the students to demonstrate that they can : Manage the client in the video

Select client appropriate assessment strategies to achieve the stated session goals

To undertake assessment using appropriate techniques. These may, for example,

include explanation, demonstration, feedback, adherence to specific instructions

given by formal assessments. Flexibility respond to client need during the session

Open or close a session, taking account of the needs of all the participants.

AN INTERVAL OF 5 MINUTES, WHERE THE STUDENT WITHDRAWS, WILL TAKE PLACEBETWEEN VIDEO PRESENTATION AND VIVA. THIS IS GIVEN FOR EXAMINERS TO CONSULTBEFORE THE VIVA TAKES PLACE .

Viva (Discussion with the examiners) - 15 minutes - 35%

Students are able to bring a copy of the written component of this exam to the Viva andrefer to it during questioning. They are not able to refer to any other documentation.

The student responds to questions put by the examiners about any aspects of the clientscommunicative abilities and needs, including the implications of the findings of theassessment for future management of the case.

This is an opportunity for the student to demonstrate that they can: Discuss the implications of assessment for deriving an holistic evaluation of all

aspects of the clients communicative profile, drawing on knowledge andterminology derived from their study of phonetics, linguistics, psychology, sociologyand biomedical sciences, using appropriate vocabulary.

Critically evaluate assessment procedures in the light of relevant scientific and

theoretical frameworks. Make reference to relevant literature to support their arguments.

Following the viva, the student will leave the room to allow the examiners to confer tocomplete the feedback sheet and award the marks for the examination. The examiners willtell the student whether the student has passed of failed the exam at the end of theimmediate exam session of during the following scheduled break. The examiners will givethe copy of the completed feedback form to the Clinic Administrator. The student willnormally get a copy of this form once all the examinations for the cohort have beencompleted. Students must bear in mind that they pass their clinical evaluation if theoutcome of all four components of the evaluation is 40. If not, they will be reassessedusing another videotape assessment session.

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Formative Clinic Visit Assessment Sheet

This sheet is completed by the Clinical Tutor. Three sets of assessment areas are identified, withspace for comments provided for each of them. Please use these spaces to provide detailed andsupportive feedback to the student. Specifically:

Professionalism and Integrative skills

-Punctuality and dress: Is the student punctual and properly dressed for the situation?

- Ability to work in a multidisciplinary team: Does the student exhibit ability to collaborate withexperts from other fields and disciplines? Is he/she able to make best use of informationprovided by experts such as neurologists, psychologists, physicians etc.?

- Evidence of ability to integrate theoretical knowledge into clinical practice: Does the studentseem to be able to use knowledge acquired in theoretical modules in clinical practice? Doeshe/she seem to base decisions on theoretical knowledge?

- Preparation and organisation: Is the student always organised? For example, does he/she keeprecords of his/her sessions, activities and assumptions on each client?

Session management

-Evidence of ability to assess patients needs and capacities: Does the student seem able toassess patients abilities? Is he/she able to select appropriate assessment materials, use them,record and analyse patients performance sufficiently?

- Ability to identify aims of therapy: Does the student seem to identify the appropriate andrealistic aims and justify them accordingly?

- Ability to prepare and organise therapy session: Does the student present a therapy plan with

clear aims and methodology to achieve them? Does he/she always have all necessary materialsavailable and ready for use in the appropriate order?

- Ability to achieve therapy goals during session: Does the student always achieve session aims? Ishe/she able to identify reasons for not achieving aims?

- Problem-solving skills: Is the student able to handle problematic situations? Is he/she able tohandle unexpected events and keep control of the session?

Reflective skills- Ability to identify areas that need improvement: Is the student able to identify problematic

aspects of his/her work?- Ability to suggest ways of improvement: Does the student seem able to overcome own problems

in clinical practice?- Ability to identify own strengths: Does the student seem to identify strong areas in his/her work

realistically?

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Video Exam Assessment Sheet Marking guidelines

This sheet is completed by the internal markers of the Video Exam. Two sets of assessment areas areidentified, with space for comments provided for each of them. Please use these spaces to providedetailed and supportive feedback to the student. Use the marking scale indicated in the form toassess the students skills based on the criteria given. Specifically:

Professionalism- General appearance and conduct: Was the student dressed in an appropriate and professional

style? Was his/her general behaviour before, during and after the session appropriate?- Punctuality and time management: Was the student able to manage the time given to the

session in appropriate way? Did he/she perform all the planned activities?- Ability to prepare and organise session: Did the student present a therapy plan with clear aims

and methodology to achieve them? Did he/she have all necessary materials available and readyfor use in the appropriate order?

Session management- Adjust behaviour to client needs (e.g. Instructions, speaking speed, feedback etc.): Was the

student behaviour towards the client appropriate to his/her needs? Was speaking rateappropriate and intelligible to the client? Were instructions clear? Did the student providesupportive feedback where appropriate?

- Select appropriate assessment tools: Did the student select materials that were appropriate for

the specific session aims?- Set appropriate session aims: Were the aims set for the session appropriate given the

information available on the client?- Achieve goals during session: Did the student manage to achieve all or at least most of the aims

set for the session?- Handle difficult or unexpected events during session: Did the student exhibit flexibility and

creativity in handling unexpected events? Did he/she manage to adjust his/her approach to anyunexpected reactions of the client?

-Record client performance in appropriate way: Did the student record the clientsresponses in an appropriate way (either by taking notes, recording or video-taping,depending on the nature of the case)?

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Viva Examination Assessment Sheet Marking guidelines

This sheet is completed by the internal markers of the Viva Exam. Please use the spaces below toprovide detailed and supportive feedback to the student. Use the marking scale indicated in theform to assess the students skills based on the criteria given. Specifically, you are required to ratethe students ability to:

Use available information on client in formulating assessment session: Was the student

able to justify his/her session decisions based on the information that was available onthe client? Did he/she seem to possess the theoretical knowledge relevant to the case?

Support decisions based on research findings: Was the student able to use research

findings in supporting the decisions he/she made for the specific session?

Apply theoretical knowledge in assessment: How able was the student to apply

theoretical knowledge relevant to the case and to the assessment materials used inpractice? How evident was this ability in the students responses?

Justify aims of session: Was the student able to justify session aims adequately? Was

he/she able to give reasons for assessing any specific skills or for performing an overallassessment of the clients commincative abilities?

Justify selection of assessment materials: Was the student able to justify the selectionof the materials used to address session aims?

Use results and conclusions drawn from the assessment to form intervention

syggestions: Did the student seem able to evaluate the assessment results and drawconclusions on possible underlying deficits leading to the noticed symptoms? Washe/she able to suggest possible interventions based on these results?

Evaluate achievement of goals during session: Was the student able to accurately

identify the extent to which session aims were achieved?

Identify strengths and weaknesses: Did the student seem able to accurately identify

own strengths?

Use appropriate terminology: Did the student use terminology appropriate both scientifically and

professionally? Ability to suggest ways of personal improvement: How able was the student to identify

ways to address own weaknesses?

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ATHENS METROPOLITAN COLLEGE

Consent Form

Consent form to allow 3rd year Speech and Language Therapy students from Athens MetropolitanCollege to make and retain a video for use in a case study presentation which contributes towardstheir BSc Honours degree.

Please cross out alternatives as appropriate

I (Service User/Carer/Participant): ________________________________________ (Name) givepermission for _______________________________________ (Students name) to make a videorecording of myself/the person for whom I am responsible:

_________________________________________________ (Name of person being videotaped)to be used as part of the students case study presentation to be given at Athens Metropolitan Collegeas part of their degree assessment.

Please tick in the box indicating your wish

I would like the video recording to be erased after it has been used for this purpose.

I am also willing to allow the student to use the video in workshops they areorganising for other students.

I would be happy for the video recording to be kept in the archive in the Speech andLanguage Department at Athens Metropolitan College for use in teaching. If youchoose this option you can ask for the recording to be erased at any time in thefuture by contacting:

Date: ______________ __________________________________ Signature of Service User/Carer/Participant

Date: ______________ __________________________________ Signature of Student

Date: ______________ __________________________________ Signature of Supervising Clinician

c.c. Service User/Carer, Cares file.

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DEPARTMENT OF SPEECH THERAPY

Formative Clinic Visit Assessment Sheet Level 3

Assessment date: ___________________________

Name of Student: ___________________________

Name of Examiner: ___________________________

Comments: [Please use the Guidelines for Clinic Visit Assessmentwhen filling in this form]

i. Professionalism and Integrative skills:Please rate the students:- Punctuality and dress

Absent ___ Emerging ___ Present ___ Enhanced ___ Not Applicable ___

- Ability to work in a multidisciplinary team


-Evidence of ability to integrate theoretical knowledge into clinical practice


- Preparation and organisation


Comments

__________________________________________________________________________________

__________________________________________________________________________________

ii. Session management:Please rate the students:- Evidence of ability to assess patients needs and capacities


- Ability to identify aims of therapy


- Ability to prepare and organise therapy session


- Ability to achieve therapy goals during session


- Problem-solving skills


Comments

__________________________________________________________________________________

__________________________________________________________________________________

iii. Reflective skills:Please rate the students:- Ability to identify areas that need improvement

Absent ___ Emerging ___ Present ___ Enhanced ___ Not Applicable ___- Ability to suggest ways of improvement


- Ability to identify own strengths


Comments

__________________________________________________________________________________

__________________________________________________________________________________

Signature: __________________

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ORAL PRESENTATION CHILD / ADULT

Student Name: ________________________________

Student Matriculation Number: ________________________________

Excellent

Very

Good

Average

Marginal

Absent

/

Report findings systematically and succinctly.

Integrate the information from all sources tomake a holistic and accurate evaluation of theclient.

Report on the implications of the therapy

effectively.Fairly and accurately evaluate his/her ownperformance during a session.

Reflect on the process of identifying and meetinglearning goals.

COMMENTS:

First Examiner's Mark Signature of Markers

Second Examiner's Mark

Final Mark Date:

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Practical Exam (Video Exam) Assessment Sheet Level 3

Exam date: ___________________________

Name of Student: ___________________________

Name of Examiner: ___________________________

Comments: [Please use the Guidelines for Video Exam Assessmentwhen filling in this form]

i. Professionalism:Please rate the students:- general appearance and conduct

1 2 3 4 5

- punctuality and time management

1 2 3 4 5

-ability to prepare and organise session

1 2 3 4 5 6 7 8 9 10

Comments

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

ii. Session management:Please rate the students ability to:

- adjust behaviour to client needs (e.g. instructions, speaking speed, feedback etc.)

1 2 3 4 5 6 7 8 9 10- select appropriate assessment tools

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

- set appropriate session aims

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

- achieve goals during session

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

- handle difficult or unexpected events during session

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

- record client performance in appropriate way

1 2 3 4 5 6 7 8 9 10

Comments

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Total Mark: ________________

Signature: __________________

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Practical Examination (Viva Exam) Assessment Sheet Level 3

Exam date: _______________________

Name of Student: _______________________

Name of Examiners: _____________________ ____________________ ___________________

Comments: [Please use the Guidelines for Viva Examination Assessmentwhen filling in this form]

Please rate the students ability to:

1. use available information on client in formulating assessment session

1 2 3 4 5 6 7 8 9 10

2. support decisions based on research findings

1 2 3 4 5 6 7 8 9 103. apply theoretical knowledge in assessment

1 2 3 4 5 6 7 8 9 10

4. justify aims of session

1 2 3 4 5 6 7 8 9 10

5. justify selection of assessment materials

1 2 3 4 5 6 7 8 9 10

6. use results and conclusions drawn from the assessment to form intervention syggestions

1 2 3 4 5 6 7 8 9 10

7. evaluate achievement of goals during session

1 2 3 4 5 6 7 8 9 10

8. identify strengths and weaknesses

1 2 3 4 5 6 7 8 9 10

9. use appropriate terminology

1 2 3 4 5 6 7 8 9 10

10. ability to suggest ways of personal improvement

1 2 3 4 5 6 7 8 9 10

Comments__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

First examiners mark: ____________ Signatures: ______________________

Second examiners mark: ____________ ______________________

Third examiners mark: ____________ ______________________

Final mark: __________

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CLINICAL EVALUATION ASSIGNMENT FEEDBACK FORM

LEVEL 3

NAME OF STUDENT: _____________________DATE OF EXAMINATION: _______

Written Information-Case Report (10 marks)

Oral Presentation- PowerPoint Presentation (20 marks)

Students performance in the session presented on videotape (35 marks)

Discussion with Examiners- Viva (35 marks)

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Written Information - Case Report /10 marksOral Presentation - PowerPoint Presentation /20 marksStudents performance in the session presented on videotape /35 marksDiscussion with examiners -Viva /35 marks

Agreed total mark __________/100

Examiners names ____________________ _______________________

Examiners signatures _________________ __________________

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