臨床能力與後設認知技能是直接相關聯的，例如對程序的意識、解決問題的策略認知、計劃在語音治療的期間應如何、在何處和做什麼，以及不斷檢查所有程序或治療介入。 此外，在 COVID-19 期間考慮到因無法進行面對面治療，加強大學生這些能力的發展一直具有挑戰性。 本研究旨在確定自我視頻觀察是否可以提高 SLP 學生在線上學習環境中的自我評估，同時考慮意識、認知策略、計劃和自我評估。
本研究採用混合方法實驗設計，前測和後測。 來自智利大學共20名的語言病理學-四年級的本科生參與了這項研究。 實驗組(n=10)在語音干預模擬後使用自我視頻觀察，而對照組(n=10)則不使用自我視頻觀察。 描述性統計分析包括計算均值和標準差。 首先，為了檢驗實驗組和對照組在總分、意識、認知策略、計劃和自我檢查方面是否存在顯著的差異，進行了獨立樣本的「t檢驗」。 其次，透過排除前測（協方差）的影響，進行單因子共變數分析（ANCOVA）來分析兩組的後測。 最後，SLP 學生接受了採訪，了解他們使用/不使用視頻自我觀察的經歷，以及它如何影響他們的自我評估。
本研究的結果表明，在意識、認知策略、計劃和自我檢查這四個自我評估類別中，實驗組和對照組之間存在顯著的差異。 而訪談的數據更深入地闡明了學生用於自我評估的策略。

Clinical competencies are directly related to metacognitive skills, such as awareness of the procedures, cognitive strategies to solve problems, planning how, where, and what to do during a voice therapy session, and constantly checking all the procedures or interventions. Moreover, during COVID-19, it has been challenging to enhance the development of these competencies in university students, considering the impossibility of face-to-face interventions. The present study aims to determine whether self-video observation can improve SLP students' self-assessment in an online learning context, considering awareness, cognitive strategy, planning, and self-assessment.
This study adopts a Mixed-method experimental design, pre, and post-test. Twenty Speech-Language Pathologist students from a Chilean University in the fourth year of their bachelor's degree participated in the study. The experimental group (n=10) used self-video observation after a voice intervention simulation, while the control group (n=10) did not use self-video observation. Descriptive statistical analysis included calculating the means and standard deviations. First, to test whether there exist significant differences between the experimental and control group in total score, awareness, cognitive strategy, planning, and self-checking, independent sample t-tests were conducted. Secondly, a one-way Analysis of Covariance (ANCOVA) was conducted to analyze the post-test of both groups by excluding the effect of the pre-test (covariance). Finally, SLP students were interviewed about their experiences with/without video self-observation and how it might affect their self-assessment.
The results of this study reveal there were significant differences between experimental and control groups in the four categories of self-assessment, namely awareness, cognitive strategy, planning, and self-checking. The interview data illuminated in more depth the strategies students employed for self-assessment. Finally, recommendations and suggestions are made for teacher administrations and future research; limitations must be considered.

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