This TU is aiming at presenting to Bachelor’s student in SLT (Year 4), main principles of quantitative and qualitative research, as well as Systematic review methodology. SLT students’ and professional’s research is rather different from the research of other professionals groups such as med students, or psychologists. SLTs have often prioritized the experience of individuals, which has become important in a world where patient satisfaction is at a premium and personalized care a priority. Quantitative methods are good for asking certain sorts of questions, whether an intervention works, for example. But it is also clear that it is not as sufficient as it is and it becomes more important to know how it works to assess its feasibility, acceptability and transferability. This is where qualitative method properly conducted should help. This TU will address directly both methods used in SLT and communication disabilities as well the Systematic Reviews method.

Temps présentiel : 12 heures

Charge de travail étudiant : 50 heures

Méthode(s) d'évaluation : Examen final, Projets

Référence :
Hersh, D., Azul, D., Carroll, C., Lyons, R., Mc Menamin, R., & Skeat, J. (2022). New perspectives, theory, method, and practice: Qualitative research and innovation in speech-language pathology. International Journal of Speech-Language Pathology, 1-11. Bacon-Shone, J. (2013). Introduction to quantitative research methods. Professor John Bacon-Shone Publisher: Graduate School, The University of Hong Kong ISBN: 9789881281302 Keegan, L. C. (2012). Review of research methods in communication disorders. Contemporary Issues in Communication Science and Disorders, 39(Fall), 98-104. Lyons, R., & McAllister, L. (Eds.). (2019). Qualitative research in communication disorders: An introduction for students and clinicians. J & R Press Limited. Henderson, L. K., Craig, J. C., Willis, N. S., Tovey, D., & Webster, A. C. (2010). How to write a Cochrane systematic review. Nephrology, 15(6), 617-624.