Open Access. Powered by Scholars. Published by Universities.®
Other Rehabilitation and Therapy Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
-
- Simulation (2)
- Teaching (2)
- Alternative grading (1)
- Childhood apraxia of speech (1)
- Clinical Skills (1)
-
- Clinical competence (1)
- Clinical education (1)
- Cognitive Rehabilitation (1)
- Collaboration (1)
- Continuing education (1)
- Curriculum (1)
- Death (1)
- Dying (1)
- Dysphagia (1)
- End of Life (1)
- Equity in assessment (1)
- Experiences (1)
- FEES (1)
- Feeding (1)
- Head and neck cancer (1)
- Hospice (1)
- Interprofessional education (1)
- Learning outcomes (1)
- Mannequin (1)
- Medical (1)
- Palliative (1)
- Pedagogy (1)
- Problem-based learning (1)
- Simulation based learning experiences(SBLEs) (1)
- Speech-language pathology (1)
Articles 1 - 8 of 8
Full-Text Articles in Other Rehabilitation and Therapy
Equity In Evaluation: Examining Grading Practices And Student Experiences In Speech-Language Pathology Education, Jennifer Essig
Equity In Evaluation: Examining Grading Practices And Student Experiences In Speech-Language Pathology Education, Jennifer Essig
Teaching and Learning in Communication Sciences & Disorders
Traditional grading practices remain the norm in communication sciences and disorders (CSD) education, despite evidence these systems may exacerbate inequities and affect motivation and perceptions of learning. This study examined how traditional and alternative grading practices are experienced by undergraduate and graduate students enrolled in CSD programs. Using a convergent mixed-methods design, survey data were collected from 73 students regarding perceptions of grading, motivation to learn, and emotional responses to assessment. Quantitative analyses indicated that students in alternatively graded classrooms reported significantly higher perceptions of fairness, clarity, and learning than those in traditionally graded settings. Qualitative analysis revealed contrasting emotional …
Assessing Learning In Simulation Learning Experiences In Graduate Programs For Speech-Language Pathology: A Phenomenological Study, Robyn Walker, Casey Ozaki
Assessing Learning In Simulation Learning Experiences In Graduate Programs For Speech-Language Pathology: A Phenomenological Study, Robyn Walker, Casey Ozaki
Teaching and Learning in Communication Sciences & Disorders
The purpose of this study was to use qualitative inquiry to explore how faculty assess student learning in clinical simulation-based learning experiences (SBLEs) used to demonstrate clinical competence in graduate programs in Communication Sciences and Disorders: Speech-Language Pathology (CSD). The following research questions were addressed: How do faculty experience the assessment of learning in SBLE? In what ways do faculty assess student learning in SBLE specifically designed to meet clinical competency standards? What, if any, effect has the COVID-19 pandemic had on the use of SBLE and assessment of student learning used to address clinical competency standards? A total of …
Educating Future Nurse Practitioners And Physician Associates On Pretreatment Of Swallowing In Head And Neck Cancer, Hannah M. Berk, Erin L. O'Bryan, Imran Musaji, Carly A. Thomas, Jamie Harrington
Educating Future Nurse Practitioners And Physician Associates On Pretreatment Of Swallowing In Head And Neck Cancer, Hannah M. Berk, Erin L. O'Bryan, Imran Musaji, Carly A. Thomas, Jamie Harrington
Teaching and Learning in Communication Sciences & Disorders
Head and neck cancer treatment frequently results in long-term severe swallowing deficits, often requiring feeding tube dependency. Patients who have completed swallowing exercise programs before and during cancer treatment experienced more positive swallowing outcomes, but most patients are not referred for swallowing intervention early enough in their care to prevent long-term deficits. This student research project aimed to measure health profession students’ knowledge of swallowing pretreatment for head and neck cancer patients and to investigate the impact of an educational module developed and presented by a Communication Sciences and Disorders graduate student to improve knowledge and awareness of this clinical …
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 …
Clinical Educators’ Perceptions Of Students Following A Simulation-Based Learning Program, Sally Hewat, Joanne Walters, Emma Caird, Danielle Aldridge, Adriana Penman, Elizabeth Cardell, Rachel Davenport, Bronwyn Davidson, Simone Howells, Patricia Mccabe, Alison Purcell, Elizabeth Ward, Anne E. Hill
Clinical Educators’ Perceptions Of Students Following A Simulation-Based Learning Program, Sally Hewat, Joanne Walters, Emma Caird, Danielle Aldridge, Adriana Penman, Elizabeth Cardell, Rachel Davenport, Bronwyn Davidson, Simone Howells, Patricia Mccabe, Alison Purcell, Elizabeth Ward, Anne E. Hill
Teaching and Learning in Communication Sciences & Disorders
Purpose: Clinical education is a key component of speech-language pathology university curriculum, whereby students have the opportunity to apply theoretical knowledge and practical skills learned in the classroom into a real workplace. However, more recently the availability of high quality, consistent clinical placements and learning experiences across the range of practice areas in the discipline is reducing. Therefore, alternative clinical learning opportunities that enable students to develop skills and competencies are being explored. Recently, replacing clinical time with a simulated learning program has been shown to achieve equivalent levels of clinical competency in speech pathology. However, it is unknown how …
Clinical Simulations In Academic Courses: Four Case Studies Across The Medical Slp Graduate Curriculum, Amanda Stead, Rik Lemoncello, Caitlin Fitzgerald, Melissa Fryer, Marcia Frost, Rachael Palmer
Clinical Simulations In Academic Courses: Four Case Studies Across The Medical Slp Graduate Curriculum, Amanda Stead, Rik Lemoncello, Caitlin Fitzgerald, Melissa Fryer, Marcia Frost, Rachael Palmer
Teaching and Learning in Communication Sciences & Disorders
Simulation practices are growing in both popularity and necessity within speech pathology programs. Simulation use can serve to not only minimize client risk but to increase student confidence and competence prior to patient contact, particularly with low incidence or medically fragile patients. This paper describes and reflects on four individual simulation experiences within one graduate speech language pathology program and their outcomes. The use of both simulated patients and mannequin training resulted in an increase in students' perception of knowledge and confidence in their clinical skills with medical patients.
Students' Perspectives Following Involvement In A Constraint Induced Aphasia Therapy Research Project, Bridget R. Dincher, Melissa Mcgrath, Julie Griffith
Students' Perspectives Following Involvement In A Constraint Induced Aphasia Therapy Research Project, Bridget R. Dincher, Melissa Mcgrath, Julie Griffith
Teaching and Learning in Communication Sciences & Disorders
The purpose of this project was to provide a reflection on four students’ collaborative research experience implementing Constraint-Induced Aphasia Therapy and highlight the importance of student involvement in research opportunities. Guided reflections were completed and analyzed through a collaborative model to generate common themes of: 1) increased confidence in cuing and 2) adapting individualized treatment. Student engagement in clinical research enhances the quality of their educational experience by fostering clinical competence and confidence.
Impact And Perceived Benefits Of A Problem-Based Learning Workshop For Continuing Education In Speech-Language Pathology: A Pilot Study, Megan S. Overby, Heather L. Rusiewicz
Impact And Perceived Benefits Of A Problem-Based Learning Workshop For Continuing Education In Speech-Language Pathology: A Pilot Study, Megan S. Overby, Heather L. Rusiewicz
Teaching and Learning in Communication Sciences & Disorders
Even though speech-language pathologists (SLPs) must participate in continuing education programs, little is known about the effectiveness of these learning opportunities. This preliminary study provides empirical assessment of the impact of a problem-based learning (PBL) CE activity on SLPs as perceived by themselves and their Instructors. Twenty-five experienced SLPs participated in an intensive multi-day, PBL workshop on childhood apraxia of speech. Significant differences in the SLPs’ self-perceived clinical efficacy between T1 and T2, as well as T2 and T3. At T3, Instructors rated the clinical efficacy of the SLPs as “very good” to “excellent.” Qualitatively, SLPs reported increased confidence, critical …