TS4S105 - Clinical Reasoning Skills 01 Jul 2023 - 31 Aug 2029 | Version 1

Associated Module Information

Module Code: TS4S105
Module Title: Clinical Reasoning Skills
Faculty: Faculty of Life Sciences and Education
Faculty Group: Psychology and Therapeutic Studies
Faculty Sub Group: Therapeutic Studies
Module Leader: Elizabeth Coombes
Module Team: Beth Pickard, Maria Radoje
First Intended Intake: SEP 2023 Final Year of Intake:
Date Closed:
Credit Value: 20 Credit Level: 7
Language: English
Percentage of Module Taught in Welsh: 0
Equivalent Module:
HECOS codes: 101241 - music therapy
HECOS Code Weighting: 100

Document Version Information

Version 1
Valid From 01 Jul 2023
Valid To 31 Aug 2029

Module Aims

Students will develop and build their music therapy clinical reasoning skills to enable them to work effectively in a range of settings.

Content Summary

A range of client group case scenarios will be presented in the problem-based learning framework so that students can develop knowledge and skills specific to music therapy.

Presentations from guest lecturers who are specialists in relevant contexts will be offered to further enrich the learning experience.

Learning and Teaching Methods

Activity Type Hours
Lecture 6
Independent Study 108
Directed Study 50
Formative Assessment - Independent 12
Problem / challenge based learning 24
Total Hours Selected 200

Learning Outcomes

# Learning Outcome
LO1 Exercise critical judgement in the formation of therapeutic protocols relevant to a range of client groups.
LO2 Critically interrogate one’s own learning needs and formulate appropriate actions to develop effective clinical reasoning skills.

Module Requisites

Code Title Requisite Type
MOD013346 Contemporary Music Therapy Skills co-requisite
MOD013347 Professional Practice in Music Therapy 1 co-requisite
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Assessment Criteria

Assessment Category Assessment Type Description Duration Word Count Weight (%) Best of? Pass Mark
Asynchronous Assessment Professional Development Planning (PDP) 1 Planning document appraising knowledge and understanding through the module and targets for future development 0 3000 75 No 40
Asynchronous Assessment Poster 1 A visual representation of the outcomes of one problem-based learning case study. 0 1000 25 No 40

Assessment Matrix

Assessment Type Learning Outcomes
LO1 LO2
Professional Development Planning (PDP) 1 ✘ ✔
Poster 1 ✔ ✘

Reading List

Coombes, E. Holden, S. & Evans, K. (2020) Do Problem-based Learning approaches provide effective educational interventions for music therapy training courses? Experiences from an action research project at the University of South Wales. Approaches: An interdisciplinary Journal of Music Therapy (12) 1 5-Approaches-12-1-2020-a20180406-holden.pdf

Lindahl, Jacobsen, S., Waldon, E.G. & Gattino, G. (2018) Music Therapy and Assessment: Theory, Research and Application. London: Jessica Kingsley Publishers.

Potvin, N. and Myers-Coffman, K. (Eds) (2023), Portraits of Everyday Music Therapy Practice, Routledge.

Strange, J., Odell-Miller, H. & Richards, E. (2017) Collaboration and Assistance in Music Therapy Practice: Roles, relationships, challenges. London: Jessica Kingsley Publishers.