Front cover image for Evidence-based education in the classroom : examples from clinical disciplines

Evidence-based education in the classroom : examples from clinical disciplines

Jennifer C. Friberg (Editor), Colleen F. Visconti (Editor), Sarah M. Ginsberg (Editor)
"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"-- Provided by publisher
Print Book, English, 2021
SLACK Incorporated, Thorofare, NJ, 2021
xxiii, 341 pages ; 26 cm
9781630917142, 1630917141
Dedication Acknowledgments About the Editors Contributing Authors IntroductionPart I: Planning for Evidence-Based Teaching and Learning Chapter 1: Universal Design for Learning and Technology: Using Data to Inform Pedagogy Dana Battaglia, PhD, CCC-SLP Chapter 2: Breaking Out of the Silos: A Case Study in Co-Teaching in Speech-Language Pathology Julie L. Cox, PhD, CCC-SLP/L; Amanda B. Silberer, PhD, CCC-A; and Haleigh M. Ruebush, MS, CCC-SLP/L Chapter 3: Print Versus Digital Text: Considerations for Classroom and Clinical Teaching Karen A. Fallon, PhD, CCC-SLP Chapter 4: Establishing Successful Co-Teaching Relationships Jennifer C. Friberg, EdD, CCC-SLP, F-ASHA and Lisa A. Vinney, PhD, CCC-SLP Chapter 5: Collaborative Course (Re)Design Sarah M. Ginsberg, EdD, CCC-SLP, F-ASHA and Lauren H. Mead, MA, CCC-SLP Chapter 6: Using Flipped-Course Pedagogy to Promote Competence in Professional Education Ken Saldanha, PhD, MSW, BEd and D. Mark Ragg, PhD, LMSW, BSW Chapter 7: The Flipped Classroom Model: Empowering Future Clinicians Eric J. Sanders, PhD, CCC-SLP; Mary Culshaw, PhD, OTR/L; and Louise C. Keegan, PhD, CCC-SLP, BC-ANCDS Chapter 8: Intensive Course Delivery Design in a Graduate Speech-Language Pathology Curriculum Kaitlyn P. Wilson, PhD, CCC-SLP and Christina Y. Pelatti, PhD, CCC-SLPPart II: Teaching and Learning Together Chapter 9: Assigned Groups as Learning Communities in and Beyond the Classroom Cassandra Barragan, PhD, MSW and Stephanie P. Wladkowski, PhD, LMSW, APHSW-C Chapter 10: Training Future Health Professionals Using an Interdisciplinary Approach Judi Brooks, PhD, RD; Diane Fenske, LMSW; Lydia McBurrows, DNP, RN, CPNP-PC; and Andrea Gossett Zakrajsek, OTD, OTRL, FNAP Chapter 11: Communities of Practice: Addressing Faculty Frustrations as Teachers Susan L. Caulfield, PhD and Lisa R. Singleterry, PhD, RN, CNE Chapter 12: Improving Dental Assisting and Radiologic Technology Education Through Interprofessional Experiences Amy Egli, MHA, LDH, CDA, EFDA; Heather Schmuck, MS, RT(R); and Amanda Reddington, LDH, MHA, CDA, EFDA Chapter 13: Transdisciplinary Collaboration for Speech-Language Pathology, Special Education, and Psychology Students Katrina Fulcher-Rood, PhD, CCC-SLP; Pamela Schuetze, PhD; and Kathy Doody, PhD Chapter 14: Shared Mission: Unite, Support, Achieve: Interprofessional Education for Traumatic Brain Injury Casey Keck, PhD, CCC-SLP; April Garrity, PhD, CCC-SLP; and Keiko Ishikawa, PhD, CCC-SLP Chapter 15: Improving Clinical Reasoning in Health Professions Students Through Team-Based Learning Andi Beth Mincer, PT, EdD Chapter 16: Lessons Learned: Embedding Undergraduate Research Into Educational Practice Joy Myers, PhD; Amanda G. Sawyer, PhD; Maryam S. Sharifian, PhD; and Chelsey M. Bahlmann Bollinger, PhD Chapter 17: Mapping Teaming Concepts: Organizing Student Knowledge Through Active Learning Allison Sauerwein, PhD, CCC-SLP Chapter 18: Engaging Students to Write Through Conferences and Peer Review Jean Sawyer, PhD, CCC-SLP Chapter 19: Curricular Integration in Clinically Based Fields: A Case Study From Speech-Language Pathology Lisa A. Vinney, PhD, CCC-SLP and Jennine M. Harvey-Northrop, PhD, CCC-SLPPart III: Learning From Models, Cases, and Simulations Chapter 20: Unfolding Case Studies: A New Active Learning Pedagogy Hilary Applequist, DNP, APRN-NP, ACHPN; Marla Kniewel, EdD, MSN, RN; Krystina Eymann, MSN, RN; and Eric Kyle, PhD Chapter 21: A Little Bit of Sugar: Creating Powerful Learning Experiences by Integrating Unfolding Cases and Zull’s Neuroscience Carole Bennett, PhD, PMHCS-BC Chapter 22: Case-Based Perspective Taking: A New Active Learning Pedagogy Jennifer C. Friberg, EdD, CCC-SLP, F-ASHA and Lisa A. Vinney, PhD, CCC-SLP Chapter 23: A Competency-Based Clinical Simulation to Facilitate Fieldwork Readiness Andrea Coppola, OTD, OTR/L; Carey Leckie, OT, OTD, OTR, CHT; and Jean McCaffery, OT, EdD, OTR Chapter 24: Simulation-Based Education in Health Care Amber Herrick, MS, PA-C and Sarah Bolander, DMSc, PA-C, DFAAPAPart IV: Learning to Think Critically and Reflectively Chapter 25: Preparing Communication Sciences and Disorders Students for the Graduate Application Process Ann R. Beck, PhD; Heidi Verticchio, MS; and Scott Seeman, PhD Chapter 26: A Framework for Enhancing Critical Thinking Within Health Science Courses Tim Brackenbury, PhD, CCC-SLP and Mary-Jon Ludy, PhD, RDN, FAND Chapter 27: Linking Art and Visual Thinking Strategies to Teach Clinical Observation Skills Jennifer C. Friberg, EdD, CCC-SLP, F-ASHA Chapter 28: Effective and Efficient Assessment of Reflective Journals April Garrity, PhD, CCC-SLP; Casey Keck, PhD, CCC-SLP; and Keiko Ishikawa, PhD, CCC-SLP Chapter 29: Enhancing Self-Directed Learning and Metacognition With Guided Reflection Leslie A. Hoffman, PhD and Audra F. Schaefer, PhD Chapter 30: Helping Students Help Themselves: Fostering Undergraduate Metacognition Polly R. Husmann, PhD and Audra F. Schaefer, PhD Chapter 31: Learning to Look: Employing Reflexive Photography in Developing Critical Practice Brent Oliver, PhD, RSW and Darlene Chalmers, PhD, RSWPart V: Learning to Apply Beyond the Classroom Chapter 32: Engaging Stakeholders to Improve Pedagogy in Allied Health Placement Preparation Elizabeth Bourne, PhD, BAppSc(SpPath), CPSP; Gillian Nisbet, PhD, MMEd, DipNutr, BSc(Hons); Margaret Nicholson, MEd, BSc, Dip Nut Diet, Dip Ed (Health), AdvAPD; and Irene Mok, MRC, BA Chapter 33: Oral Assessments for Cadaveric Anatomy in Physical Therapy Education Melissa A. Carroll, PhD, MS Chapter 34: Objective Structured Clinical Examinations for Development of Professional Competency Nancy E. Krusen, PhD, OTR/L and M. Nicole Martino, MS, OTR/L Chapter 35: Developing Culturally Responsive Practitioners Through an International Education Experience Colleen F. Visconti, PhD, CCC-SLP and K. Chisomo Selemani, MA, CCC-SLP Financial Disclosures Index