SPHY606 - Speech Pathology Research Project B

Year

Credit points

Campus offering

Prerequisites

SPHY605 Speech Pathology Research Project A

Teaching organisation

Unit rationale, description and aim

Speech Pathologists looking to engage in leadership and or supervisory roles are required to facilitate research projects focusing on evaluating services and outcomes, improving clinical practice and innovating services provided. An approved ACU supervisor appointed within the School of Allied Health will systematically guide students as they complete, evaluate, report outcomes from the capstone project implemented in SPHY605 Speech Pathology Research Project A. In this unit, students will be provided with the opportunity to enhance critical thinking, analysis, as well as professional and academic communication skills developed throughout the Master of Rehabilitation program. This unit aims to extend the body of knowledge for Speech Pathologists and provide students with the foundation for future self-directed learning and research.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

Topics will include: 

• Application of statistical packages for data analyses   
• Methods of presenting results for written and oral presentations  
• Formative feedback on draft manuscripts  

Learning and teaching strategy and rationale

ACU Online

This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn.

This mode aims to facilitate enquiry-based learning. In this unit, students will work both independently and in collaboration with their supervisor(s). Students will be mentored and supported in their learning by their supervisor(s) who will provide regular guidance and maintain contact with the student.  

Mentorship and supervision is facilitated through face-to-face on-campus meetings, or by telephone or electronic communication between student and ACU staff mentor. A range of student-centred learning and teaching strategies will be adopted such as: 

• regular meetings between mentor and student; 
• guidance regarding conduct of project, analyses oral presentation and drafting of manuscript.

Multimode

This unit is offered in multi-mode delivery for specific on- and off-shore cohorts. This mode aims to facilitate enquiry-based learning. In this unit, students will work both independently and in collaboration with their supervisor(s). Students will be mentored and supported in their learning by their supervisor(s) who will provide regular guidance and maintain contact with the student.  

Mentorship and supervision is facilitated through face-to-face on-campus meetings, or by telephone or electronic communication between student and ACU staff mentor. A range of student-centred learning and teaching strategies will be adopted such as: 

• regular meetings between mentor and student; 
• guidance regarding conduct of project, analyses oral presentation and drafting of manuscript. 

Assessment strategy and rationale

SPHY606 assessments have been developed to guide the students in their finalisation of a capstone project aimed at reflecting the advanced level of professional knowledge and skills, enhanced critical analysis and professional writing style as developed in the Master’s program. Assessments for the unit incorporate a constructivist approach providing for a broad range of tasks aligned to andragogic principles of adult learning facilitating choice and self-direction for the post-graduate student. In addition, assessments have been purposefully developed to reflect the real world of allied health research and provide the students with the necessary skills required to draft an academic manuscript for publication and present at a national or international conference. The seminar presentation provides students with the opportunity to prepare and present their research in a conference presentation mode of delivery. Students will create a scholarly academic manuscript following specific author guidelines, preparing it for submission to a peer-reviewed journal to share the results of their research project. Scheduling of assessments will be equitable for both modes of delivery. Assessment tasks may be delivered and assessed locally and moderated according to University Policies and Procedures. In order to pass this unit students must demonstrate achievement of every learning outcome and obtain a minimum mark of 50% for the unit. All assessments will be submitted electronically. 

Overview of assessments

Representative texts and references

Allen, P., Bennett, K., & Heritage, B. (2019). SPSS statistics version 22: A practical guide. Cengage Learning Australia.

Creswell, J (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th edition). International Student Edition.

Higgins, J. P. T., & Green, S. (Eds). (2019). Cochrane handbook for systematic reviews of interventions (2nd edition). Wiley-Blackwell.

Hoffmann, T, Bennett, S, & Del Mar, C (2024) Evidence based practice across the health professions (4th edition). Elsevier.  

National Health and Medical Research Council, Australian Research Council, & Universities Australia. (2007, updated 2018). National statement on ethical conduct in human research. Australian Government. Retrieved from NH&MRC website: https://www.nhmrc.gov.au/about-us/publications/national-statement-ethical-conduct-human-research-2007-updated-2018  

Research supervisors will also recommend texts relevant to individual research projects.