Speech Pathology and Audiology | Open Access Articles

“Same But Different”: The Role And Perceptions Of The Simulation Clinical Educator, Bronwyn Davidson, Simone Howells, Rachel Davenport, Sue Mcallister, Emma Caird, Danielle Aldridge, Adriana Penman, Sally Hewat, Joanne Walters, Elizabeth Cardell, Patricia Mccabe, Alison Purcell, Elizabeth Ward, Stacey Baldac, Anne E. Hill

Teaching and Learning in Communication Sciences & Disorders

Simulated learning programs are an important component of allied health education. Although the role of simulation clinical educators has been highlighted as critical for student learning within simulation, their perceptions of their role have not yet been investigated. This study aimed to explore the experiences of simulation clinical educators. Participants were ten simulation clinical educators who had supported speech-language pathology students’ learning during a 5-day simulation program focussed on speech-language pathology practice with adult clients in acute hospital and rehabilitation settings. Educators participated in individual semi-structured interviews exploring their role and their perceptions of the simulation-based learning program. Data were …

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Partnering With Students To Increase Engagement And Inclusion In An Undergraduate Phonetics & Acoustics Course, Teresa Roberts, Rik Lemoncello

Teaching and Learning in Communication Sciences & Disorders

An introductory phonetics course provides foundational content for future clinical practice and may serve as a student’s first experience within the field of Communication Sciences and Disorders. The Students as Partners framework (Cook-Sather et al., 2014) offers a model for valuing student assets and experiences in co-creating learning materials to enhance active learning and deepen understanding. Incorporating positive affective feelings around learning complex material, integrating technology, and building a mutually respectful learning community can foster inclusive practices. In this manuscript, the authors share how redesigning an introductory Phonetics and Acoustics course at a large, urban, commuter, public university led to …

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The Flipped Classroom Model As Applied To An Augmentative And Alternative Communication Course, Eric J. Sanders, Louise C. Keegan, Mary Culshaw, Colin Tomes

Teaching and Learning in Communication Sciences & Disorders

The Flipped Classroom Model (FCM) is an andragogical approach where students complete content-related work outside of the class and engage in activities related to this content during the class period. This approach has garnered recent attention in the field of speech-language pathology, but its implementation has not been studied in an augmentative and alternative communication (AAC) course and there is limited information on student perspectives of the experience. This study presents the results of a qualitative investigation designed to investigate the preferences and experiences of preservice speech-language pathology graduate students in an AAC course utilizing the FCM. Semi-structured interviews with …

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Teaching and Learning in Communication Sciences & Disorders

Partnering With Students To Increase Engagement And Inclusion In An Undergraduate Phonetics & Acoustics Course, Teresa Roberts, Rik Lemoncello

Teaching and Learning in Communication Sciences & Disorders

The Flipped Classroom Model As Applied To An Augmentative And Alternative Communication Course, Eric J. Sanders, Louise C. Keegan, Mary Culshaw, Colin Tomes

Teaching and Learning in Communication Sciences & Disorders