Teaching strategies for developing speech-language-hearing clinical reasoning: A scoping review

ABSTRACT Purpose: to map and describe the main teaching strategies related to clinical reasoning in undergraduate and postgraduate Speech-Language Pathology courses. Methods: a scoping review based on the research question: "What are the main teaching strategies used to develop clinical reasoning in undergraduate and postgraduate speech-language-hearing programs?". The search was conducted in the MEDLINE, Cochrane Library, Scopus, Web of Science, and BVS databases. The selection of studies was carried out in three stages: reading of titles, abstracts, and full texts, applying the eligibility criteria. The extracted data included author, year, country, type of study, sample type, teaching strategy, and main results. These data were systematized and presented in a table. Literature Review: eleven articles were selected from 1,032 mapped studies. The teaching strategies identified were virtual clinical cases, reflective learning journals, clinical supervision during curricular internships, conceptual maps, Gallery Walk-like active methodology, simulation, and gamification. Conclusion: the most used teaching strategies for the development of clinical reasoning in speech-language pathology students were virtual clinical cases, followed by clinical supervision, during internships.