Full Description
Evidence-Based Education in the Classroom: Examples From Clinical Disciplines shows educators how to use evidence to inform teaching practices and improve educational outcomes for students in clinically based fields of study.
Editors and speech-language pathologists Drs. Jennifer C. Friberg, Colleen F. Visconti, and Sarah M. Ginsberg collaborated with a team of more than 65 expert contributors to share examples of how they have used evidence to inform their course design and delivery. Each chapter is set up as a case study that includes:
A description of the teaching/learning context focused on in the chapter
A brief review of original data or extant literature being applied
A description of how evidence was applied in the teaching/learning context
Additional ideas for how evidence could be applied in other teaching/learning contexts across clinical disciplines
Additional resources related to the pedagogy described in the case study (e.g., journal articles, books, blogs, websites)
Educators in the fields of speech-language pathology, audiology, nursing, social work, sports medicine, medicine, dietetics, dental assisting, physician assisting, radiology technology, psychology, and kinesiology—already familiar with evidence-based practice—will find this resource helpful in implementing evidence-informed approaches to their teaching.
While the content in clinical programs is quite different, there are many similarities in how to teach students across such programs. Evidence-Based Education in the Classroom: Examples From Clinical Disciplines highlights these similarities and represents a masterclass in how to practice evidence-based education.
Contents
Introduction Part I: Planning for Evidence-Based Teaching and Learning Chapter 1: Universal Design for Learning and Technology: Using Data to Inform Pedagogy SLP Chapter 2: Breaking Out of the Silos: A Case Study in Co-Teaching in Speech-Language Pathology Chapter 3: Print Versus Digital Text: Considerations for Classroom and Clinical Teaching Chapter 4: Establishing Successful Co-Teaching Relationships Chapter 5: Collaborative Course (Re)Design Chapter 6: Using Flipped-Course Pedagogy to Promote Competence in Professional Education Chapter 7: The Flipped Classroom Model: Empowering Future Clinicians Chapter 8: Intensive Course Delivery Design in a Graduate Speech-Language Pathology Curriculum Part II: Teaching and Learning Together Chapter 9: Assigned Groups as Learning Communities in and Beyond the Classroom Chapter 10: Training Future Health Professionals Using an Interdisciplinary Approach Chapter 11: Communities of Practice: Addressing Faculty Frustrations as Teachers Chapter 12: Improving Dental Assisting and Radiologic Technology Education Through Interprofessional Experiences Chapter 13: Transdisciplinary Collaboration for Speech-Language Pathology, Special Education, and Psychology Students Chapter 14: Shared Mission: Unite, Support, Achieve: Interprofessional Education for Traumatic Brain Injury Chapter 15: Improving Clinical Reasoning in Health Professions Students Through Team-Based Learning Chapter 16: Lessons Learned: Embedding Undergraduate Research Into Educational Practice Chapter 17: Mapping Teaming Concepts: Organizing Student Knowledge Through Active Learning Chapter 18: Engaging Students to Write Through Conferences and Peer Review Chapter 19: Curricular Integration in Clinically Based Fields: A Case Study From Speech-Language Pathology Part III: Learning From Models, Cases, and Simulations Chapter 20: Unfolding Case Studies: A New Active Learning Pedagogy Chapter 21: A Little Bit of Sugar: Creating Powerful Learning Experiences by Integrating Unfolding Cases and Zull's Neuroscience Chapter 22: Case-Based Perspective Taking: A New Active Learning Pedagogy Chapter 23: A Competency-Based Clinical Simulation to Facilitate Fieldwork Readiness Chapter 24: Simulation-Based Education in Health Care Part IV: Learning to Think Critically and Reflectively Chapter 25: Preparing Communication Sciences and Disorders Students for the Graduate Application Process Chapter 26: A Framework for Enhancing Critical Thinking Within Health Science Courses Chapter 27: Linking Art and Visual Thinking Strategies to Teach Clinical Observation Skills Chapter 28: Effective and Efficient Assessment of Reflective Journals Chapter 29: Enhancing Self-Directed Learning and Metacognition With Guided Reflection Chapter 30: Helping Students Help Themselves: Fostering Undergraduate Metacognition Chapter 31: Learning to Look: Employing Reflexive Photography in Developing Critical Practice Part V: Learning to Apply Beyond the Classroom Chapter 32: Engaging Stakeholders to Improve Pedagogy in Allied Health Placement Preparation Chapter 33: Oral Assessments for Cadaveric Anatomy in Physical Therapy Education Chapter 34: Objective Structured Clinical Examinations for Development of Professional Competency Chapter 35: Developing Culturally Responsive Practitioners Through an International Education Experience Colleen Financial Disclosures Index
