Assistant Dean SpeechLanguage Pathology Program Professor School of Rehabilitation Science McMaster University amp CHRISTIANE MÉNard manager of Exams SACOAC Webcast Agenda Definition of ID: 1037401
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1. Lyn Turkstra, PhD, Reg-CASLPOAssistant Dean, Speech-Language Pathology ProgramProfessor, School of Rehabilitation Science, McMaster University&CHRISTIANE MÉNard, manager of Exams, SAC-OAC
2. Webcast AgendaDefinition of a competency-based examOverview of the National Competency ProfileUnderstanding the CETP Exam BlueprintStrategies and tips for success on a multiple-choice examSample questions
3. Purpose of a competency-based examTo provide a consistent and fair assessment of competencies required for entry into the professionExam questions areDeveloped by subject matter experts from the perspective of applying your knowledge, skills, critical thinking and judgementCategorized according to the competencies, or learning outcomes in the National Competency ProfileDesigned to meet the criteria of the Exam Blueprint
4. National Competency ProfileProvides information about the minimum abilities required of an Audiologist or a Speech-Language Pathologist entering practice in a Canadian regulated jurisdiction.Currently available on CETP Exam Web site at https://www.sac-oac.ca/preparing-exam
5. National Competency ProfilePaints a picture of how you should practice and what you must be able to do upon entry into the professionSpecifies knowledge, skills, critical thinking and judgement that are required to achieve entry-to-practice competencies for safe and effective practice, and are acquired throughout the education program
6. National Competency ProfileDescribes competencies in seven roles:Knowledge Expert and Clinical ExpertCommunicatorCollaboratorAdvocate ScholarManagerProfessional
7. 1.1 Role of Knowledge Expert 1.2 Role of Clinical ExpertThese roles are central to the function of AUDs and S-LPsAUDs apply their knowledge of auditory and vestibular development and disordersS-LPs apply their knowledge of the development and disorders of communications, as well as feeding and swallowingApplied to assessment and intervention, to provide professional, client-centred care to individuals across the lifespan
8. 2. Role of CommunicatorFacilitate the therapeutic relationship and exchanges that occur before, during, and after each encounter. Essential for establishing rapport and trust, sharing information, developing a mutual understanding, and facilitating a shared plan of client-centered care.
9. 3. Role of CollaboratorSeek out and develop opportunities to work effectively with other professionals; the client and their family, caregiver, and significant others; and/or the community to achieve optimal client-centred care as well as continuity of care when clients change providers and/or caregivers.
10. 4. Role of AdvocateUse their expertise to advance the health and well-being of clients by assisting them to navigate the healthcare or educational system and access support and resources in a timely manner.
11. 5. Role of ScholarDemonstrate a lifelong commitment to professional learning and self-reflection, as well as to the creation, dissemination, application, and translation of current evidence-informed knowledge related to their profession.
12. 6. Role of ManagerUse their expertise in decisions relating to the service provided to clients in the healthcare or educational system. The decision process may involve co-workers, resources, and organizational tasks.
13. 7. Role of ProfessionalProfessionals are guided by a code of ethics, professional standards, regulatory requirements, and a commitment to clinical competence in the service they provide to their clients.
14. the Exam BlueprintThe CETP Exam Blueprint is the matrix of the type of exam questions represented in each exam across the competency areas and the percentage of questions from each competency.The CETP Exam Blueprint serves as a guide for the development of exam questions and the construction of an exam. Having an exam blueprint improves consistency across each exam version and ensures the validity and reliability of each exam version.
15. Exam Blueprint Overview170 multiple-choice questions20 to 30% - Role of Knowledge Expert Competency 1.135 to 45% - Role of Clinical Expert Competency 1.2 5 to 15% - Role of Communicator Competency 22 to 7% - Role of Collaborator Competency 33 to 7% - Role of Advocate Competency 40% - Role of Scholar Competency 53 to 7% - Role of Manager Competency 65 to 15% - Role of Professional Competency 7
16. Exam Blueprint - OverviewEach exam must meet structural requirements:Format and length: 170 multiple-choice questions; 3 hours, 45 minutesItem presentation: mixture of stand-alone and case-based questionsCognitive level: knowledge/comprehension, application, and critical thinking
17. Exam Blueprint - OverviewEach exam must include contextual variables:Questions must reflect a ranges of client variables such as race, ethnicity, sex, gender, age, and living situationQuestions must reflect a variety of environmental factors, such as location or type of service, family support, and barriers to participationQuestions must measure awareness of, sensitivity to, and respect for diversity, without introducing stereotypes
18. Strategies and tips FOR successTake the time to read the question and answer options carefullyOnce you understand the question, think about what the right answer should containLook for common types of wrong answers (e.g., answers that are true but not relevant to the question)
19. Strategies and tips for successEliminate answer options in two steps – first, eliminate wrong answers, and then reread the question and remind yourself what you are looking for in a correct answerDo not obsess over your choices – if you are down to a couple of options, you have 50% chance of choosing the right answer
20. Strategies and tips for successManage your time – calculate the time available - 3 h 45 mins = 225 mins, therefore you have 1 min, 30 sec per questionAnswer every question – If you only have a few minutes left in exam, take a guess – there is a 25% chance you will get it right!
21. Sample questions
22. What should be the first priority in improving functional communication for a six-year-old child with severe childhood apraxia of speech? Sound production in connected speechImitation of consonants in isolationBuilding an intelligible core vocabularyDrills to improve auditory discriminationCOMPETENCY: 1.2.1
23. When writing an assessment report the speech-language pathologist may omit: test scores obtained from other professionals.social and environmental case history information.subjective observations regarding the client’s behaviour. statements regarding the client’s motivation.COMPETENCY: 2.b
24. Mary is a 4-year-old girl with Cerebral Palsy. She is receiving occupational, physical and speech-language pathology therapy services. She is being integrated into a community day care. The S-LP will coordinate the follow-up concerning Mary’s augmentative communication system, seating, and activities to increase her motor coordination. What service delivery model is being used? Unidisciplinary MultidisciplinaryInterdisciplinary COMPETENCY: 3.aTransdisciplinary
25. Which statement about a patient’s prognosis is consistent with a professional Code of Ethics? By the time your child starts school he will have improved…At this time we can predict…All children with this disorder have improved…This therapy program will improve your child’s…COMPETENCY: 7.b
26. Questions?This Photo by Unknown Author is licensed under CC BYContact CETP Exam Managercetpexams@sac-oac.ca