Overview

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.

Full Product Details

Author:   Jennifer Friberg ,  Colleen Visconti ,  Sarah M Ginsberg ,  Sarah M Ginsberg, Edd CCC-SLP ASHA Fellow
Publisher:   SLACK Incorporated
Imprint:   SLACK Incorporated
Weight:   0.333kg
ISBN:  

9781630917142

ISBN 10:   1630917141
Pages:   356
Publication Date:   30 July 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In stock  
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Table of Contents

Dedication Acknowledgments About the Editors Contributing Authors Introduction Part 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-SLP Part 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-SLP Part 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, DFAAPA Part 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, RSW Part 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

Reviews

"The purpose of this text is to provide a comprehensive resource. . . It serves as a necessary and helpful resource for professors in speech-language pathology and other clinical disciplines.""© Doody’s Review Service, 2021, Suzanne M Welty, MA, EdD, CCC(Biola University)."

"""The purpose of this text is to provide a comprehensive resource. . . It serves as a necessary and helpful resource for professors in speech-language pathology and other clinical disciplines."" (c) Doody's Review Service, 2021, Suzanne M Welty, MA, EdD, CCC(Biola University)."

The purpose of this text is to provide a comprehensive resource. . . It serves as a necessary and helpful resource for professors in speech-language pathology and other clinical disciplines. (c) Doody's Review Service, 2021, Suzanne M Welty, MA, EdD, CCC(Biola University).

Author Information

Jennifer C. Friberg, EdD, CCC-SLP, F-ASHA is the Cross Endowed Chair in the Scholarship of Teaching and Learning and a Professor of Communication Sciences and Disorders at Illinois State University in Normal, Illinois. A speech-language pathologist by discipline, Friberg primarily serves as an educational developer at her institution, with a focus on the scholarship of teaching and learning (SoTL). She maintains an active research agenda, with current projects focused on the application of SoTL, mentoring in SoTL, and the sharing of SoTL beyond individual classroom settings. Along with her coeditors for this project, Friberg is a coauthor of Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology: Evidence-Based Education. Additionally, she is the coeditor of the recently published text Applying the Scholarship of Teaching and Learning Beyond the Individual Classroom and is the founding associate editor for the journal Teaching and Learning in Communication Sciences & Disorders. Colleen F. Visconti, PhD, CCC-SLP is a Professor and Program Director of the Speech-Language Pathology program in the Communication Sciences and Disorders Department at Baldwin Wallace University in Berea, Ohio. She led the undergraduate program in Communication Sciences and Disorders prior to recently developing an innovative graduate program in speech-language pathology. Her SoTL research has focused on developing culturally responsive practitioners through a service-oriented study abroad program, clinical decision making, and the use of problem-based learning within the classroom. Her work has been shared through webinars, presentations, and various publications. She is a coauthor of Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology: Evidence-Based Education and is a founding editorial board member of Teaching and Learning in Communication Sciences & Disorders. Sarah M. Ginsberg, EdD, CCC-SLP, F-ASHA is a Professor of Communication Sciences and Disorders at Eastern Michigan University in Ypsilanti, Michigan. Her SoTL work has appeared in To Improve the Academy, the Journal of the Scholarship of Teaching and Learning, and Contemporary Issues in Communication Science and Disorders. She is a coauthor of Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology: Evidence-Based Education and is the founding editor of Teaching and Learning in Communication Sciences & Disorders.

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