Text mining analysis of student's learning motive until a clinical practice
Text Mining Analysis
The speech-language-hearing therapy major was established in April 2013 and has already celebrated its first graduating class. The curriculum consists of three clinical placements: observation in the second year, evaluation in the third year, and general practice in the fourth year. It is essential for students to maintain and improve their motivation toward clinical placements and learning in the course of becoming a speech-language-hearing therapist. The objective of the present study was to investigate students’ motivation toward clinical placements and learning, and their intent toward becoming a speech-language-hearing therapist, prior to clinical observation placement. Further, we aimed to investigate students’ personal challenges through a text mining analysis of their sentiments regarding day care nursery observation and clinical placements. We found that although motivation toward clinical practice and learning improved with firsthand experiences, it was difficult to maintain afterwards. Intent to become a speech-language-hearing therapist was maintained in the first year but decreased in the second year. Expertise and communication abilities are important for speech-language-hearing therapy major students and they were considered personal challenges. It is important to devise a curriculum that assists students in maintaining and improving their motivation and intent.
Departmental Bulletin Paper