Evidence-Based Education in the Classroom: Examples From Clinical Disciplines

by Jennifer Friberg, Colleen Visconti, Sarah Ginsberg

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.

Product Details

ISBN-13:	9781032965185
Publisher:	Taylor & Francis
Publication date:	11/04/2024
Pages:	366
Product dimensions:	7.00(w) x 10.00(h) x (d)

About the Author

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.

Table of Contents

Introduction Part I: Planning for Evidence-Based Teaching and Learning Chapter 1: Universal Design for Learning and Technology: Using Data to Inform Pedagogy SLP Chapter 2: Breaking Out of the Silos: A Case Study in Co-Teaching in Speech-Language Pathology Chapter 3: Print Versus Digital Text: Considerations for Classroom and Clinical Teaching Chapter 4: Establishing Successful Co-Teaching Relationships Chapter 5: Collaborative Course (Re)Design Chapter 6: Using Flipped-Course Pedagogy to Promote Competence in Professional Education Chapter 7: The Flipped Classroom Model: Empowering Future Clinicians Chapter 8: Intensive Course Delivery Design in a Graduate Speech-Language Pathology Curriculum Part II: Teaching and Learning Together Chapter 9: Assigned Groups as Learning Communities in and Beyond the Classroom Chapter 10: Training Future Health Professionals Using an Interdisciplinary Approach Chapter 11: Communities of Practice: Addressing Faculty Frustrations as Teachers Chapter 12: Improving Dental Assisting and Radiologic Technology Education Through Interprofessional Experiences Chapter 13: Transdisciplinary Collaboration for Speech-Language Pathology, Special Education, and Psychology Students Chapter 14: Shared Mission: Unite, Support, Achieve: Interprofessional Education for Traumatic Brain Injury Chapter 15: Improving Clinical Reasoning in Health Professions Students Through Team-Based Learning Chapter 16: Lessons Learned: Embedding Undergraduate Research Into Educational Practice Chapter 17: Mapping Teaming Concepts: Organizing Student Knowledge Through Active Learning Chapter 18: Engaging Students to Write Through Conferences and Peer Review Chapter 19: Curricular Integration in Clinically Based Fields: A Case Study From Speech-Language Pathology Part III: Learning From Models, Cases, and Simulations Chapter 20: Unfolding Case Studies: A New Active Learning Pedagogy Chapter 21: A Little Bit of Sugar: Creating Powerful Learning Experiences by Integrating Unfolding Cases and Zull's Neuroscience Chapter 22: Case-Based Perspective Taking: A New Active Learning Pedagogy Chapter 23: A Competency-Based Clinical Simulation to Facilitate Fieldwork Readiness Chapter 24: Simulation-Based Education in Health Care Part IV: Learning to Think Critically and Reflectively Chapter 25: Preparing Communication Sciences and Disorders Students for the Graduate Application Process Chapter 26: A Framework for Enhancing Critical Thinking Within Health Science Courses Chapter 27: Linking Art and Visual Thinking Strategies to Teach Clinical Observation Skills Chapter 28: Effective and Efficient Assessment of Reflective Journals Chapter 29: Enhancing Self-Directed Learning and Metacognition With Guided Reflection Chapter 30: Helping Students Help Themselves: Fostering Undergraduate Metacognition Chapter 31: Learning to Look: Employing Reflexive Photography in Developing Critical Practice Part V: Learning to Apply Beyond the Classroom Chapter 32: Engaging Stakeholders to Improve Pedagogy in Allied Health Placement Preparation Chapter 33: Oral Assessments for Cadaveric Anatomy in Physical Therapy Education Chapter 34: Objective Structured Clinical Examinations for Development of Professional Competency Chapter 35: Developing Culturally Responsive Practitioners Through an International Education Experience Colleen Financial Disclosures Index

Editorial 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).

From the Publisher

Reviewer: Suzanne M Welty, MA, EdD, CCC (Biola University)
Description: This 341-page book was written to equip educators to provide evidence-based education (EBE) and engage in the scholarship of teaching and learning (SOTL). The book accomplishes this within 35 chapters that describe and apply pedagogical techniques combined with data analysis to numerous evidence-based teaching and learning topics.
Purpose: The purpose of this text is to provide a comprehensive resource of case studies that apply the scholarship of teaching and learning to clinical education. The 35 chapters are written by 65 professors in the clinical sciences and include research studies, case studies, and examples of evidence-based education. A goal of the text is for the readers to describe and apply evidence to an individual's discipline and instruction. In addition, the text illustrates sound pedagogical techniques. Although this text was edited by professors in speech-language pathology, it can be applied across academic disciplines. It serves as a necessary and helpful resource for professors in speech-language pathology and other clinical disciplines.
Audience: This text was written for professors who teach in clinical disciplines such as speech-language pathology, audiology, nursing, and kinesiology. The text is detailed, comprehensive, and written by experts in their respective fields. The editors have expertise with backgrounds as professors, authors, and presenters on the topic of the scholarship of teaching and learning in the field of speech-language pathology.
Features: The book's 35 chapters are organized into five sections including planning for evidenced-based teaching and learning, teaching and learning using collaborative techniques, incorporating simulation and models, teaching critical thinking and reflection, and student experiences beyond the classroom. Each chapter is organized by a description of the topic, a brief literature review, original data on the topic, and a description of how to apply that data. In addition, each chapter includes unique resources and references. The topics presented within the text are specific enough for a professor to implement these evidence-based strategies within their teaching. In addition, most topics can be applied across disciplines. The book has an ebook option but does not include a companion website.
Assessment: One comparison text is Scholarship of Teaching and Learning in Speech-language Pathology and Audiology: Evidence-based Education, Ginsberg et al. (Plural Publishing, 2012), who also authored the book under review. This comparison text introduces and describes the scholarship of teaching and learning and evidence-based education and equips the readers with the background and process of conducting SOTL research. In comparison, the book under review is an edited work targeting a broader audience with many more examples and chapters authored by individuals in the clinical sciences. Another comparison is Engaging in the Scholarship of Teaching and Learning, Bishop-Clark and Dietz-Uhler (Stylus Publishing 2012). This is a more basic book and provides the readers with a background of the SOTL as well as helpful templates in order to design and implement a SOTL study within the classroom.

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