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From Teaching to Practice: Pedagogic...

Cox, Rachel Ann.

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From Teaching to Practice: Pedagogical Models for Clinical Aphasia: A Pilot Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	From Teaching to Practice: Pedagogical Models for Clinical Aphasia: A Pilot Study./
Author:	Cox, Rachel Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	38 p.
Notes:	Source: Masters Abstracts International, Volume: 57-06.
Contained By:	Masters Abstracts International57-06(E).
Subject:	Health education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10788459
ISBN:	9780438000360

From Teaching to Practice: Pedagogical Models for Clinical Aphasia: A Pilot Study.
Cox, Rachel Ann.

From Teaching to Practice: Pedagogical Models for Clinical Aphasia: A Pilot Study. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 38 p.

Source: Masters Abstracts International, Volume: 57-06.

Thesis (M.S.)--Western Carolina University, 2018.

Purpose: The purpose of this study was to determine the frequency with which various instructional models are used in a graduate-level aphasia course, and participants perceptions of effectiveness of those methods in preparing them for clinical practice. Instructional methods evaluated included group investigation model, direct instruction, inductive thinking model, memorization, problem-based learning, and role-play. Methods: Participants included speech-language pathologists with a temporary license to practice in North Carolina. Participants completed all or part of an anonymous, web-based survey regarding instructional methods used in aphasia courses and students' perceptions of preparedness. First, participants were asked to select all teaching methods used by the instructor. Next, they were asked to arrange the methods that were selected to represent the frequency of use in the classroom. Lastly, they were asked to arrange the selected methods by effectiveness for clinical practice. Demographic questions were presented at the end. The survey required approximately 5 to 10 minutes to complete.

ISBN: 9780438000360Subjects--Topical Terms:

559086
Health education.

From Teaching to Practice: Pedagogical Models for Clinical Aphasia: A Pilot Study.
LDR:03916nmm a2200325 4500 001 2165435
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020 $a 9780438000360
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100 1 $a Cox, Rachel Ann. $3 3353509
245 1 0 $a From Teaching to Practice: Pedagogical Models for Clinical Aphasia: A Pilot Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 38 p.
500 $a Source: Masters Abstracts International, Volume: 57-06.
500 $a Adviser: Kathryn L. Morrow-Odom.
502 $a Thesis (M.S.)--Western Carolina University, 2018.
520 $a Purpose: The purpose of this study was to determine the frequency with which various instructional models are used in a graduate-level aphasia course, and participants perceptions of effectiveness of those methods in preparing them for clinical practice. Instructional methods evaluated included group investigation model, direct instruction, inductive thinking model, memorization, problem-based learning, and role-play. Methods: Participants included speech-language pathologists with a temporary license to practice in North Carolina. Participants completed all or part of an anonymous, web-based survey regarding instructional methods used in aphasia courses and students' perceptions of preparedness. First, participants were asked to select all teaching methods used by the instructor. Next, they were asked to arrange the methods that were selected to represent the frequency of use in the classroom. Lastly, they were asked to arrange the selected methods by effectiveness for clinical practice. Demographic questions were presented at the end. The survey required approximately 5 to 10 minutes to complete.
520 $a Results: Twenty completed surveys were received, but only eight indicated that they worked with the target population-aphasia; therefore, data from those eight surveys were used.
520 $a Memorization and direct instruction was selected by all participants as being used in the classroom. Direct instruction, memorization, and group investigation were used most frequently, followed by the inductive thinking model, problem-based learning, and role-play. Group investigation, direct instruction, and inductive thinking model were reported to be the most effective for preparing students for clinical practice. Memorization, role-play, and problem-based learning were reported to be least effective for clinical practice. Correlation coefficient was calculated and determined to be 0.7895 signifying a strong correlation between frequency and effectiveness.
520 $a Conclusions: Data suggest that instructors utilize a variety of teaching methods. The frequency of the models used need to be directly related to the effectiveness of the given model to achieve a specific learning outcome. Considering all of these findings, there appears to be a disconnect between what is considered to be the role of the academic curricula (e.g., academic coursework) compared to the clinical curricula (e.g., clinical practicum). It has yet to be prescribed the knowledge and skills students are expected to acquire in these different settings which likely impacts how instructors design course activities and learning experiences. As healthcare continues in the direction of multidisciplinary and team-based care, educational settings may transition to include more group investigation models. Role-play may also emerge as a new trend with the inclusion of the standardized patient. Continued investigation will only lead to improved training of healthcare professionals.
590 $a School code: 1373.
650 4 $a Health education. $3 559086
690 $a 0680
710 2 $a Western Carolina University. $b Health Sciences. $3 3177685
773 0 $t Masters Abstracts International $g 57-06(E).
790 $a 1373
791 $a M.S.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10788459