Main 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.

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