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.
Author: Jennifer Friberg,
Colleen Visconti,
Sarah M. GinsbergPublisher: Slack
Published: 08/15/2021
Pages: 356
Binding Type: Paperback
Weight: 1.45lbs
Size: 9.90h x 6.90w x 0.90d
ISBN13: 9781630917142
ISBN10: 1630917141
BISAC Categories:-
Medical |
Allied Health Services | Occupational Therapy-
Medical |
Audiology & Speech Pathology-
Medical |
Nursing | GeneralAbout 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.
This title is not returnable
