This article provides concise reviews of widely-used quality of life (QOL) instruments for use with persons with voice disorders. Designed primarily for English-speaking persons, the reviewed instruments are delineated by title and population served, i.e. adult or paediatric. Each review reports the purpose of the QOL instrument as well as its psychometric soundness. Future voice-related QOL instruments are briefly considered. Finally, the appendices include tables with currently-available translations and known readability information. This article will serve as a reference for physicians and speech-language pathologists seeking to assess the voice-related QOL of their patients.
Purpose
To ensure that students are learning the most important information and developing the most important skills and to make certain that any externally mandated standards are met, professors need to intentionally plan their courses. This tutorial will provide a description and comparison of three classes of course design (forward, central, and backward) and two well-regarded frameworks for facilitating efficient and effective backward design (Integrated Design and Understanding by Design). Explanations of key terminology and examples from the redesign of a graduate voice disorders course will be provided.
Conclusions
Following the Understanding by Design framework for backward course design not only resulted in a well-organized course that facilitated achievement of a learner-centered, knowledge and skill–centered, and assessment-centered environment but also greatly increased the confidence of the instructor and the participation of the students. Intentional course planning can facilitate more efficient and effective learning sessions, resulting in both instructor and student satisfaction. The information provided in this tutorial can be adapted for any communication sciences and disorders course and with any level of faculty experience.
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