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

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

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).

About the Editors

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.