Auditory-perceptual assessment is central in speech-language pathology (SLP) practice, and hence, an important target in SLP education. Self-supervised e-learning may serve as a means to achieve sufficient practice. The web-based platform PUMA has been developed to this end. The aim of this project was to evaluate students’ use of e-learning via PUMA, potential improvement in their assessment performance, and in addition, to further expand PUMA with the areas Fluency disorders and Acquired language disorders. Students performed perceptual ratings at course start (n=30) and end (n=31), and in between, they participated in course activities and self-supervised e-learning, where their activity was logged. By course end, a higher proportion of student ratings were ‘expert-like’, indicating improved performance. However, as time logs showed low e-learning activity, improved performance was likely explained by other activities. This suggests that for self-supervised learning to take place, it needs to be integrated into the course.
Strömbergsson et al. (Wed,) studied this question.