CiNii Books - Evidence-based education in the classroom : examples from clinical disciplines

Summary: "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 t

Description and Table of Contents

Description

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.

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

by "Nielsen BookData"

Evidence-based education in the classroom : examples from clinical disciplines

Author(s)

Bibliographic Information

Available at 1 libraries

Search this Book/Journal

Note

Description and Table of Contents

Details

Export