You're right that it shouldn't be offensive. Physio entry is consistently higher than speech, 90 would be considered an absolute minimum, and accordingly their course is even more intense than ours. I'm not offended when a physio tells me that
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24-03-2013 17:07 #21
24-03-2013 17:58 #22
Naturally there are courses which are going to have higher demands academically, it's the nature of professions - I'm more interested in finding out specifically what it is that makes it so with speech? What are the academic and clinical expectations to become a speechy?
I'm also a lecturer in education so the recent media on the academic rigour (or lack of...) of teaching of pre-service teachers in universities is a genuine interest of mine...
24-03-2013 18:00 #23
24-03-2013 18:15 #24
1st year courses: linguistics x2, psychology x2, anatomy, and 3x speech specific classes
2nd year courses: physiology x2, neuroanatomy, 5x speech specific classes inc neurogenic language disorders, motor speech disorders, early language disorders, voice disorders, plus 13 half-day clinic placements
3rd year courses: statistics, 5x speech specific classes inc fluency, school age children, neurophysiological language disorders, research in health sciences, language in special needs kids, swallowing disorders (dysphagia), and 13 half day clinic placements and 1x 6 week block placement
4th year courses: 7x ready for graduation and the real world courses, 1x 6 week block placement and 13 half day clinic placements
24-03-2013 18:19 #25
Obviously different components of any course will play to different students' strengths, but in first year they have a massive amount of anatomy, physiology and neurology to learn. It's the quantity there that is a killer for some. Later their application of theories and clinical reasoning is a high standard to reach.
I think possibly also the units might also be bigger and have more outcomes to measure so there is more to learn overall rather than any one part of it being specifically hard?
For example, on one of their days my current first years have me for a 3 hour lecture in a morning, followed immediately by a 3 hour psych lecture, then a 2 hour human biol lab. 8 hours is a massive contact day, considering for every hour of uni class they should be doing 1-2 hours of pre or post reading.
Speech students also have to proficient simultaneously across a range of fields. For example later in their course they might be on different pracs at the same time (2 days a week at each) which could be totally different fields. So they have to be totally up to speed on their neurology and acute care management in a stroke unit, at the same time as being totally committed to a school based literacy program.
These are just thoughts though, I don't know the course structure of education so I don't know if these comparisons are really where the differences lie or if the general standards are just different.
24-03-2013 18:27 #26Junior Member
- Join Date
- Mar 2013
I might be opening a can of worms here, but I just finished a teaching degree and I'm disappointed with the academic levels of people I studied with. I'm not saying that everyone was lacking, but general levels of writing, grammar, spelling were average. Also when it came to things like analyzing the basic idea behind readings and articles, thinking didn't show much depth. Lecturers themselves used to comment on shoddy grammar and things.
24-03-2013 18:31 #27
24-03-2013 18:39 #28
3 hour lecture
24-03-2013 20:53 #29Senior Member
- Join Date
- Feb 2006
I'm sorry to crash your thread, but I'm very interested in your comments babyla!. I really want to teach and am hoping to start my graduate diploma next year. The thing that I've been a bit apprehensive about is that it is only a one year course and I was wondering how on earth you could possibly cover everything adequately in such a short time. I'm really quite pleased to hear that it's going to become two years - do you know if that is definite, and is it Australia wide?.
28-03-2013 07:54 #30
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