Leahy M M, McTiernan K, Smith M M, Sloane P, Walsh I P, Walshe M, Ni Cholmain C
Department of Clinical Speech and Language Studies, School of Linguistics, Speech and Communication Sciences, Trinity College Dublin, Dublin, Ireland. mleahy @ tcd.ie
Folia Phoniatr Logop. 2010;62(5):255-9. doi: 10.1159/000314789. Epub 2010 Jul 15.
To describe the foundation studies element of the education for practice as a speech and language therapist in one Irish University, and how this element features in curriculum development and updating.
This paper addresses the question of how best to introduce students to the ever-increasing depth and range of knowledge regarding communication disorders. This foundation is the basis upon which to build the knowledge, skills and attitudes that lead ultimately to generating prerequisites for clinician scientists to provide services for people with communication and swallowing disabilities.
METHODS/RESULTS: Since its institution as a university course, the course curriculum in our department at Trinity College Dublin, Ireland, has been subjected to regular revision and updating to be in line with educational, professional and service requirements. In this paper, we select elements of our most recent revision of the curriculum, incorporating the redefinition of the desirable characteristics of our graduates. This paper presents an overview of curriculum development, and focuses on the initial part of the education that sets the foundation for acquiring the knowledge that we consider to be a relevant, solid basis for entering clinical work.
The current foundation stage of the curriculum encompasses elements that reflect increasing knowledge, trends in education practices, and the seeds of life-long learning.
描述爱尔兰一所大学中言语和语言治疗师实践教育的基础研究要素，以及该要素在课程开发和更新中的特点。
本文探讨如何以最佳方式引导学生了解有关沟通障碍的知识，其深度和广度日益增加。这一基础是构建知识、技能和态度的基石，最终为临床科学家为有沟通和吞咽障碍的人提供服务创造前提条件。
方法/结果：自作为大学课程设立以来，爱尔兰都柏林三一学院我们系的课程一直在定期修订和更新，以符合教育、专业和服务要求。在本文中，我们选取了课程最新修订的要素，纳入了对毕业生理想特质的重新定义。本文概述了课程开发，并重点关注教育的初始部分，这部分为获取我们认为是进入临床工作的相关、坚实基础的知识奠定了基础。
课程目前的基础阶段包含反映知识增长、教育实践趋势和终身学习种子的要素。
