View in EDS

Student Perceptions of a Hypothesis-Driven Physical Examination in Speech-Language Pathology

Saved in:
Bibliographic Details
Title: Student Perceptions of a Hypothesis-Driven Physical Examination in Speech-Language Pathology
Language: English
Authors: Karine Marcotte (ORCID 0000-0002-3275-1154), Rebecca Maftoul (ORCID 0009-0002-4511-1049), Amélie Brisebois (ORCID 0000-0001-9378-0875), Imane Hocine, Sarah Martineau (ORCID 0000-0001-7444-4649)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1504302
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Student Perceptions of a Hypothesis-Driven Physical Examination in Speech-Language Pathology
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Karine+Marcotte%22">Karine Marcotte</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3275-1154">0000-0002-3275-1154</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rebecca+Maftoul%22">Rebecca Maftoul</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-4511-1049">0009-0002-4511-1049</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amélie+Brisebois%22">Amélie Brisebois</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9378-0875">0000-0001-9378-0875</externalLink>)<br /><searchLink fieldCode="AR" term="%22Imane+Hocine%22">Imane Hocine</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Martineau%22">Sarah Martineau</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7444-4649">0000-0001-7444-4649</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Perspectives+of+the+ASHA+Special+Interest+Groups%22"><i>Perspectives of the ASHA Special Interest Groups</i></searchLink>. 2026 11(2):439-448.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Occupations+Education%22">Allied Health Occupations Education</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Examinations%22">Physical Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Teaching+%28Health+Professions%29%22">Clinical Teaching (Health Professions)</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Objectives%22">Learning Objectives</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada+%28Montreal%29%22">Canada (Montreal)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1044/2025_PERSP-24-00289
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2381-473X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1504302
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1504302
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2025_PERSP-24-00289
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 439
    Subjects:
      – SubjectFull: Speech Language Pathology
        Type: general
      – SubjectFull: Allied Health Occupations Education
        Type: general
      – SubjectFull: Physical Examinations
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Masters Programs
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Clinical Teaching (Health Professions)
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Learning Objectives
        Type: general
      – SubjectFull: Canada (Montreal)
        Type: general
    Titles:
      – TitleFull: Student Perceptions of a Hypothesis-Driven Physical Examination in Speech-Language Pathology
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Karine Marcotte
      – PersonEntity:
          Name:
            NameFull: Rebecca Maftoul
      – PersonEntity:
          Name:
            NameFull: Amélie Brisebois
      – PersonEntity:
          Name:
            NameFull: Imane Hocine
      – PersonEntity:
          Name:
            NameFull: Sarah Martineau
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 2381-473X
          Numbering:
            – Type: volume
              Value: 11
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Perspectives of the ASHA Special Interest Groups
              Type: main
ResultId 1