Student Perceptions of a Hypothesis-Driven Physical Examination in Speech-Language Pathology
Saved in:
| Title: | Student Perceptions of a Hypothesis-Driven Physical Examination in Speech-Language Pathology |
|---|---|
| Language: | English |
| Authors: | Karine Marcotte (ORCID |
| Source: | Perspectives of the ASHA Special Interest Groups. 2026 11(2):439-448. |
| Availability: | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 800-638-8255; Fax: 301-296-8580; e-mail: perspectives@asha.org; https://perspectives.pubs.asha.org/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Speech Language Pathology, Allied Health Occupations Education, Physical Examinations, Graduate Students, Masters Programs, Student Attitudes, Self Esteem, Clinical Teaching (Health Professions), Instructional Effectiveness, Thinking Skills, Foreign Countries, Learning Objectives |
| Geographic Terms: | Canada (Montreal) |
| DOI: | 10.1044/2025_PERSP-24-00289 |
| ISSN: | 2381-473X |
| Abstract: | Purpose: Despite its importance, speech-language pathology education lacks robust research-based strategies for teaching physical examination. The hypothesis-driven physical examination (HDPE) model offers a structured framework that integrates clinical reasoning with physical examination practices. This pilot study explored the implementation of HDPE within a professional speech-language pathology master's program, focusing on students' learning outcomes and self-reported confidence. Method: First-year speech-language pathology students were divided into small groups of five to six and guided by a clinical instructor through HDPE activities. Students collaboratively developed diagnostic hypotheses, identified key examination maneuvers to test these hypotheses, and practiced the maneuvers in pairs. Clinical instructors facilitated discussions and provided feedback and rationale for their conclusions at the end of the session. Survey data were analyzed using descriptive statistics, Wilcoxon signed-ranks tests, and effect sizes to compare pre- and postsession responses. Results: Seventy students participated, with 27 (40%) completing the optional and anonymous surveys. Postsession, the students reported significant improvement in their ability to perform physical examinations. However, only one third expressed confidence in their skills after the session. Conclusions: The HDPE model shows promise as an innovative approach to teaching speech-language pathology students how to perform dynamic HDPEs rooted in clinical reasoning. While students gain skills in selecting and executing focused examination maneuvers, additional sessions and targeted practice may be needed to build their confidence and mastery. This model provides a valuable framework for bridging the gap between theoretical learning and clinical application in speech-language pathology education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504302 |
| Database: | ERIC |
| Abstract: | Purpose: Despite its importance, speech-language pathology education lacks robust research-based strategies for teaching physical examination. The hypothesis-driven physical examination (HDPE) model offers a structured framework that integrates clinical reasoning with physical examination practices. This pilot study explored the implementation of HDPE within a professional speech-language pathology master's program, focusing on students' learning outcomes and self-reported confidence. Method: First-year speech-language pathology students were divided into small groups of five to six and guided by a clinical instructor through HDPE activities. Students collaboratively developed diagnostic hypotheses, identified key examination maneuvers to test these hypotheses, and practiced the maneuvers in pairs. Clinical instructors facilitated discussions and provided feedback and rationale for their conclusions at the end of the session. Survey data were analyzed using descriptive statistics, Wilcoxon signed-ranks tests, and effect sizes to compare pre- and postsession responses. Results: Seventy students participated, with 27 (40%) completing the optional and anonymous surveys. Postsession, the students reported significant improvement in their ability to perform physical examinations. However, only one third expressed confidence in their skills after the session. Conclusions: The HDPE model shows promise as an innovative approach to teaching speech-language pathology students how to perform dynamic HDPEs rooted in clinical reasoning. While students gain skills in selecting and executing focused examination maneuvers, additional sessions and targeted practice may be needed to build their confidence and mastery. This model provides a valuable framework for bridging the gap between theoretical learning and clinical application in speech-language pathology education. |
|---|---|
| ISSN: | 2381-473X |
| DOI: | 10.1044/2025_PERSP-24-00289 |
