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Articles 1 - 12 of 12
Full-Text Articles in Education
Training Students To Handle Emotional Load: Resilience Outcomes From A Graduate-Level Counseling Course – A Pilot Study, Jaime Bauer Malandraki
Training Students To Handle Emotional Load: Resilience Outcomes From A Graduate-Level Counseling Course – A Pilot Study, Jaime Bauer Malandraki
Teaching and Learning in Communication Sciences & Disorders
The purpose of this study was to determine if emotional resilience can be effectively increased through targeted instruction. To examine this question, five novel curricular elements were designed to target the social-emotional competencies known to undergird the development of emotional resilience. These five curricular elements were incorporated into an 8-week course on Counseling in Speech-Language Pathology and Audiology. Students completed a self-assessment pre- and post-course to assess for change in level of resilience. Results indicated overall increased levels of resilience after the 8-week course. While further research is needed, this study is the first to show that increasing emotional resilience …
Student Preferences For Active Learning And Their Beliefs, Experiences, And Knowledge, Tammy Shilling, Jerome Thayer, Anneris Coria-Navia, Heather Ferguson
Student Preferences For Active Learning And Their Beliefs, Experiences, And Knowledge, Tammy Shilling, Jerome Thayer, Anneris Coria-Navia, Heather Ferguson
Teaching and Learning in Communication Sciences & Disorders
Active teaching methods are believed to facilitate higher-order thinking skills and prepare allied health students for independent clinical decision-making. This quantitative, correlational study aimed to explain the relationships between student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the extent of knowledge they have received regarding active and traditional teaching methods. Two hundred and thirty students completed a 53-item online survey. Students were enrolled in a Doctor of Physical Therapy, Masters in Speech-language Pathology, or Bachelor of Science Nursing program in one of seventeen participating institutions across a ten-state Midwest region. …
Teaching End-Of-Life Care In Speech-Language Pathology: A Tutorial, Amanda Stead, Sara Haynie, Monica Vinson
Teaching End-Of-Life Care In Speech-Language Pathology: A Tutorial, Amanda Stead, Sara Haynie, Monica Vinson
Teaching and Learning in Communication Sciences & Disorders
Speech-language pathologists often lack preparation for working with patients near the end of life (EoL). Few academic training programs offer dedicated or sufficient content in the area of end-of-life care (EoLC). Furthermore, traditional knowledge-focused outcomes are not the most effective pedagogical strategy in teaching EoL and palliative care to students. Instead, a focus on self-awareness and personal beliefs in relation to death and dying have been shown to have a positive effect on attitudes toward EoLC. The purposes of this paper are three-fold: First, to explore what is known about the teaching and training of EoL in the discipline of …
Student Anxiety, Acceptance, And Experience Using The Immediate Feedback – Assessment Technique®️, Kirstin Kuchler, Lizbeth Finestack
Student Anxiety, Acceptance, And Experience Using The Immediate Feedback – Assessment Technique®️, Kirstin Kuchler, Lizbeth Finestack
Teaching and Learning in Communication Sciences & Disorders
The use of multiple-choice testing is common among all levels of education. This study examined one type of multiple-choice testing: the Immediate Feedback – Assessment Technique®️ (IF-AT®️), which uses an answer-until-correct testing format. More than 300 undergraduate students in a speech-language-hearing sciences course used the IF-AT ®️ to take course exams. After each of the first two exams, students were given an optional survey which probed their levels of anxiety, acceptance of the IF-AT ®️ format, and experience using the format. Descriptive statistics demonstrated that while students do experience test anxiety, they also widely accept and appreciate …
A Pilot Investigation Of Critical Thinking In Undergraduate Students Of Communication Sciences And Disorders, David M. Rehfeld, Tracey N. Sulak, Deborah Rainer, Janice Stewart, Nadine Welch
A Pilot Investigation Of Critical Thinking In Undergraduate Students Of Communication Sciences And Disorders, David M. Rehfeld, Tracey N. Sulak, Deborah Rainer, Janice Stewart, Nadine Welch
Teaching and Learning in Communication Sciences & Disorders
Speech-language pathologists use critical thinking on a daily basis to identify, evaluate, and implement evidence-based practices with their clients. Currently, however, there are minimal data describing the critical thinking of undergraduate students in the field of communication sciences and disorders. Without these data, it is unclear if and how students’ critical thinking differs at various points during their pre-service training. In the present study, we used the Cornell Critical Thinking Test – Level Z to describe the general critical thinking skills of 142 undergraduate students enrolled in two lower- (n = 95) and upper- (n = 47) level courses at …
Reconstructing Our Ships: Navigating The Use Of Simulation In Csd, Carol C. Dudding
Reconstructing Our Ships: Navigating The Use Of Simulation In Csd, Carol C. Dudding
Teaching and Learning in Communication Sciences & Disorders
Simulations for clinical training is an example of a disruptive technology in that it offers great potential in the training and assessment of students and professionals in Communication Sciences and Disorders. As such, those considering adoption of simulations should anticipate the need for restructuring of the educational program in order to take full advantage of the benefits and minimize the unintended consequences.
Explicit Teaching Of Critical Thinking Skills In Communication Science And Disorders, Dana Battaglia
Explicit Teaching Of Critical Thinking Skills In Communication Science And Disorders, Dana Battaglia
Teaching and Learning in Communication Sciences & Disorders
Critical thinking requires one to be abstract, continually raise questions, independently obtain and reviews evidence, and converge these experiences to offer open-minded solutions. These same traits are required for speech-language pathology students to become successful clinicians. This work describes a mixed method investigation of explicit and infused instruction of critical thinking skills in the context of one graduate-level course in a program accredited from the American Speech-Language Hearing Association. While quantitative findings only demonstrate significant positive change on select items using a Likert scale, qualitative data describe deep learning and growth in the areas of broad life-impact, expansion of knowledge, …
Anatomy Word-Learning In Undergraduate Speech-Language Pathology Students, Janie L. Kullmar, Kathryn G. Blankenship
Anatomy Word-Learning In Undergraduate Speech-Language Pathology Students, Janie L. Kullmar, Kathryn G. Blankenship
Teaching and Learning in Communication Sciences & Disorders
This study compared the effectiveness of a vocabulary list (i.e., explicit environment) to a textbook passage (i.e, authentic environment) for the initial exposure of domain-specific vocabulary from an anatomy textbook. Forty-two undergraduate Speech-Language Pathology students participated. The study's materials are from Anatomy and Physiology for Speech Language and Hearing, fifth edition (Seikel et al., 2016). The selection is a subtopic on the topic of the anatomy of the cerebrum. Twenty-five vocabulary words within this section are bolded by the textbook to emphasize their importance. These words were targeted in the two different conditions, authentic (textbook) and explicit (vocabulary list). The …
Interprofessional Education For Pre-Service School-Based Professionals: Faculty And Student Collaboration, Julie Strunk, Debi Kipps-Vaughan, Stacey L. Pavelko, Dannette Allen-Bronaugh, Karen Myers, Tammy Gilligan, Michele Kielty, Elizabeth Richardson, Joseph Tacy
Interprofessional Education For Pre-Service School-Based Professionals: Faculty And Student Collaboration, Julie Strunk, Debi Kipps-Vaughan, Stacey L. Pavelko, Dannette Allen-Bronaugh, Karen Myers, Tammy Gilligan, Michele Kielty, Elizabeth Richardson, Joseph Tacy
Teaching and Learning in Communication Sciences & Disorders
Interprofessional collaboration is necessary for school-based professionals who provide services for students with disabilities. Most pre-service training, however, takes place in separate programs and does not afford students opportunities to learn effective collaborative techniques. This study examined the effects of a one-day interprofessional learning experience for pre-service school-based professionals. The goals were twofold: 1) increase students’ understanding of the core competencies for interprofessional collaborative practice (Interprofessional Education Collaborative, 2016) and 2) provide an opportunity for students to participate in interprofessional collaboration within a simulated school-based context. A mixed method design examined changes in students’ knowledge of the IPEC competencies. Students …
The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, Akiko Fuse, Michael Bergen
The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, Akiko Fuse, Michael Bergen
Teaching and Learning in Communication Sciences & Disorders
There is limited representation in Communication Sciences and Disorders (CSD) professions of individuals from diverse populations. This study examined the relationship among CSD students' degree of financial, emotional/moral, and academic support. The relationship between role models and admissions outcomes was also assessed. It explored how support received by CSD students differs by racial/ethnic backgrounds. A survey was completed by 57 alumni of an undergraduate CSD program, revealing information about participants’ backgrounds, support characteristics, and other factors. The study 1) highlighted the importance of emotional/moral and financial support, 2) revealed reduced access to financial and academic role models among alumni from …
An Exploratory Study Of Speech-Language Pathologists' Perceptions Of Multicultural Counseling In Communication Sciences And Disorders, Crystal C. Randolph, Janet L. Bradshaw
An Exploratory Study Of Speech-Language Pathologists' Perceptions Of Multicultural Counseling In Communication Sciences And Disorders, Crystal C. Randolph, Janet L. Bradshaw
Teaching and Learning in Communication Sciences & Disorders
Speech-language pathologists’ (SLPs) perceptions of multicultural counseling vary according to their academic (teaching and learning), educational, supervisory, supervisee, and clinical experiences. With the increase of culturally and linguistically diverse populations, the implementation of multicultural counseling in communication sciences and disorders (CSD) is essential to providing efficacious assessments and interventions. The current research reports data from a recent survey that queried SLPs’ perceptions of multicultural counseling in CSD. Results from the survey reveal that SLPs' perceptions of MC vary according to their experiences (e.g., educational, supervisory, clinical).
Aphasia Simulation: A Perspective From The Student And Standardized Patient, Suzanne Moineau, Deb Bennett, Alison Scheer-Cohen
Aphasia Simulation: A Perspective From The Student And Standardized Patient, Suzanne Moineau, Deb Bennett, Alison Scheer-Cohen
Teaching and Learning in Communication Sciences & Disorders
The aim of the current study was to examine student ability, student and standardized patient perceptions of competency, and student perceptions of effectiveness of simulation methodology for conducting language screenings on individuals with aphasia. Graduate students enrolled in a mandatory course on acquired language disorders (n = 36) completed a variety of simulated learning experiences using videos, high-fidelity manikins, and standardized patients, in preparing them for clinical practice with persons with aphasia. 5-point Likert scales and open-ended survey questions relating to student and standardized patients’ perceptions were administered. Results demonstrated a strong positive perception that simulation promotes student understanding of …