MSc2 Extended Case Placement
30.01.06 to 10.03.06
MSc2 Extended Case Placement
Information for Clinical Educators and Students
Semester 2
2005-06
Aims
1. To provide students with the experience of conducting research in speech and
language pathology in the clinical setting.
2. To develop an in-depth understanding of applying theory to an individual case.
Objectives
Students will:
1. design an appropriate research study to be used within treatment of an individual
case
2. collect and analyse data
3. write an extended case report which includes a survey of relevant literature and
an efficacy study. If an efficacy study proves to be impractical, students should
submit an efficacy design.
During the first 6 weeks of semester 2 the student is to carry out a research study.
The written case report will be similar to those submitted in Year 1. The report will
contain:
(a) a review of relevant literature
(b) a detailed description and in-depth discussion of the nature of the client’s
communication disorder
(c) an in-depth discussion of the management of the client’s disorder with
reference to the literature
(d) clear indication of other professionals involved with the client and the student’s
involvement with them.
The case report is to be no more than 10,000 words in length
Responsibilities within placement
See Appendix A for further Guidelines on ensuring Good Liaison between
Clinical Educators and Students
(a)
STUDENT
1. The student will contact the Clinical Educator (CE) prior to the beginning of the
placement and discuss
(a) Named Supervisor from University and contact details
(b) The selected client
(c) Agreed days / times for liaison meetings with CE and client contact
(d) Service policies / pathways of care within Service / Trust.
2. The student will provide copies of session plans / rationale / reports to CE and
discuss all decision with CE before implementing / suggesting to client and carers.
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MSc2 Extended Case Placement
30.01.06 to 10.03.06
3. Client case notes should be written up following service and RCSLT guidelines.
4. The student will ensure that client is seen from a holistic view point and approach
to client care embraces inter-professional focus:
(a) Liaison should occur with any other professionals involved with the case
(b) The student should discuss with CE any professionals whom they consider
should be involved in the case and refer on as appropriate.
This information should be included and outlined within the submitted Case Report.
5. There must be rationale provided for all assessments carried out – this includes
formal assessments, observations and informal/base-line measures.
6. There should be a clear and realistic balance between assessment and treatment.
If a complex case requires a great deal of assessment, then “diagnostic therapy”
would be encouraged and/or assessments in parallel to an intervention programme
7. At the end of placement, the student must ensure the following are in place:
(a) recommendations for future intervention (see 3 above)
(b) on-going therapy plan or programme
(c) clinical report submitted to Service observing usual protocol.
8. The individual Trust / Clinic service delivery policies and pathways of care must be
adhered to with respect to therapy recommendations and subsequent care.
9. Confidentiality of the client will be strictly observed.
(b)
CLINICAL EDUCATOR (CE)
1. The CE has overall responsibility for client.
2. The CE will designate a suitable client to the student and provide access to
available information concerning this client (other professionals, case notes, reports).
3. When selecting a client, the CE will consider availability of client over the
placement period. (e.g. family arrangements / educational commitments).
4. CE and student will outline clear channels / dates / times for liaison to occur
regarding client care at the beginning of the placement.
5. CE will discuss pathways of care and service policies with the student (including
case note completion, future recommendations, statistical data/ records required).
(c)
UNIVERSITY SUPERVISOR
1. Support CE and student with respect to theoretical and design issues.
2. Liaise as appropriately with student and CE and to ensure common goals.
Information Collection
1.
Complete case history information (type of information collection will vary
depending upon the nature of the communication disorder)
(a) medical history
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MSc2 Extended Case Placement
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(b) history of the presenting communication disorder
(c) social information/family relationships
(d) birth history
(e) developmental history
(f) educational history
results of relevant medical/allied health investigations (e.g. laryngoscopy, CT,
audiogram)
Previous speech and language investigation results
Previous management of the speech and language disorder
Document, in detail, the content of the sessions in which the student is involved
with the client. Consider ways of measuring improvement
Status at the beginning of the student’s intervention
Assessment and/or therapy goals and rationale
Inter-professional approach to intervention
Status in the final session. Recommendations and rationale for future
management/treatment
Presentation of Written Report
A suggested structure for the case report is as follows:1.
Title page
2.
Abstract
3.
Table of Contents (including lists of tables, figures and appendices)
4.
Literature Review
5.
Method (including subject, materials, procedures, intended analyses)
6.
Results (including tables, figures, statistics)
7.
Discussion (specific statement of findings related to literature review)
8.
Conclusions (setting out general statement of findings, how study could have
been improved and suggestions for the future)
9.
References
10. Appendices
Note: Method and Results may be merged if you find this more appropriate
For copies of last year’s reports see Allison Reid / Kate Moore.
References
All references in the text should be listed in the reference list. The style exemplified
below may be used, but whatever the style is selected the referencing conventions
must be consistent.
Carr, B.M. (1969) Ear effect variables and order of report in dichotic listening.
Cortex, 5, 63-68.
Ganz, L. (1975) Temporal factors in visual perception. In Carterette, E.C. and
Friedman M.P. (Eds), Handbook of Perception. New York: Holt, Rinehart and
Winston.
Levinson, S.C. (1983) Pragmatics. Cambridge: CUP
Lewis, M. (1963) Personal Communication.
Ricksm D.M. (1972) The beginning of vocal communication in infants and autistic
children. Unpublished Doctorate of Medicine thesis, University of London.
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MSc2 Extended Case Placement
30.01.06 to 10.03.06
Ventura, J. (1978) Criteria and practice effects in facial mitaconstruct. Paper
presented at the meeting of the American Psychological Association, La Fonto,
August.
Zekulin, I (1930) Quoted in James, E.C. (1945) Artifacts in Behavioural Research.
New York: Academic Press. Pp35-36.
References cited in the text should be as follows:
James (1980) claimed that ……..
According to Smith (1973), “where conflict between data between modalities occurs,
interpretation in terms of one of the modalities may dominate” (p13).
Spatial imagery cannot develop without sight (Serden, 1932).
Jefferson (1984: cited by Atkinson, 1986) argued that …..
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MSc2 Extended Case Placement
30.01.06 to 10.03.06
Appendix A
Guidelines for ensuring good liaison between Clinical
Educators, students and the University
To ensure that students, clinical educators and clients get the most from these
placements, we suggest the following guidelines to maximise communication and
clarity of expectations.
1. Contact the Speech and Language Therapist as soon as possible to discuss
possible case(s) available for this placement.
2. Arrange meetings:
 introduction - prior to the 6 weeks intervention
 update if required - during the 6 weeks intervention
 feedback - following the 6 weeks intervention
3. Agenda items to include in meetings:
 Expectations - of the student / of the placement / of the therapist
 Departmental standards (statistics / outcome measures / deadlines for reports,
etc.)
 Concerns / queries
 Case notes
 Sessions - number, timing, location
 Other professionals involved - meetings / access to reports etc.
4. Provide detailed plans and written information to clinician (and / or case notes) as
appropriate:
 formal and informal assessments
 contacts with other professionals
 session plans
5. On completion of placement
 Detailed report to be sent to all concerned within 2 weeks of final session
 Case notes to be completed
 Recommendations & Outcome measures to be completed
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