Enhancing Clinical Reasoning for Speech Sound Disorders: A Randomized Trial of Online Learning Modules
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| Title: | Enhancing Clinical Reasoning for Speech Sound Disorders: A Randomized Trial of Online Learning Modules |
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| Language: | English |
| Authors: | Li-Li Yeh (ORCID |
| Source: | International Journal of Language & Communication Disorders. 2026 61(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Speech Impairments, Articulation Impairments, Speech Language Pathology, Professional Education, Undergraduate Students, Foreign Countries, Thinking Skills, Assessment Literacy, Learning Modules, Instructional Effectiveness, Mandarin Chinese |
| Geographic Terms: | Taiwan |
| DOI: | 10.1111/1460-6984.70242 |
| ISSN: | 1368-2822 1460-6984 |
| Abstract: | Purpose: Training clinical reasoning skills remains a critical challenge in speech-language pathology education. This study aimed to evaluate the effectiveness of two cloud-based, self-directed instructional modules--diagnostic report viewing and reasoning demonstration--in enhancing students' reasoning skills for speech sound disorders (SSDs) assessment. Methods: In a randomized between-group design, 51 undergraduate students in Taiwan were assigned to one of two video-based training modules in Mandarin. The control group viewed clinicians' presentations of diagnostic reports of SSD cases, while the experimental group watched the same reports accompanied by explicit demonstrations of clinical reasoning. Training effectiveness was evaluated using a Script Concordance Test (SCT) and self-report questionnaires on viewing experience. Results: Across all participants, SCT scores significantly improved from pre- to post-training (t = 2.82, p = 0.007), with no significant pre-training difference between groups. The experimental group showed significant within-group gains in diagnostic reasoning (z = -2.731, p = 0.006, r = 0.54) and total SCT scores (z = -2.623, p = 0.009, r = 0.51), though between-group comparisons of gain scores did not reach statistical significance (p = 0.31). Questionnaire responses indicated high engagement with the content for both groups. The experimental group showed a trend towards viewing the training materials in two or three segments and engaging in deeper metacognitive reflection, suggesting a potential difference in cognitive engagement patterns. Conclusions: Both instructional modules improved students' clinical reasoning for SSD assessment. The demonstration-based module, which explicitly modelled expert decision-making, showed indications of additional benefits in supporting reflective clinical reasoning. Delivered through a cloud-based, self-directed format, this approach offers a scalable instructional framework applicable to broader areas of speech-language pathology education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506766 |
| Database: | ERIC |
| Abstract: | Purpose: Training clinical reasoning skills remains a critical challenge in speech-language pathology education. This study aimed to evaluate the effectiveness of two cloud-based, self-directed instructional modules--diagnostic report viewing and reasoning demonstration--in enhancing students' reasoning skills for speech sound disorders (SSDs) assessment. Methods: In a randomized between-group design, 51 undergraduate students in Taiwan were assigned to one of two video-based training modules in Mandarin. The control group viewed clinicians' presentations of diagnostic reports of SSD cases, while the experimental group watched the same reports accompanied by explicit demonstrations of clinical reasoning. Training effectiveness was evaluated using a Script Concordance Test (SCT) and self-report questionnaires on viewing experience. Results: Across all participants, SCT scores significantly improved from pre- to post-training (t = 2.82, p = 0.007), with no significant pre-training difference between groups. The experimental group showed significant within-group gains in diagnostic reasoning (z = -2.731, p = 0.006, r = 0.54) and total SCT scores (z = -2.623, p = 0.009, r = 0.51), though between-group comparisons of gain scores did not reach statistical significance (p = 0.31). Questionnaire responses indicated high engagement with the content for both groups. The experimental group showed a trend towards viewing the training materials in two or three segments and engaging in deeper metacognitive reflection, suggesting a potential difference in cognitive engagement patterns. Conclusions: Both instructional modules improved students' clinical reasoning for SSD assessment. The demonstration-based module, which explicitly modelled expert decision-making, showed indications of additional benefits in supporting reflective clinical reasoning. Delivered through a cloud-based, self-directed format, this approach offers a scalable instructional framework applicable to broader areas of speech-language pathology education. |
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| ISSN: | 1368-2822 1460-6984 |
| DOI: | 10.1111/1460-6984.70242 |
