Bridging the Divide With SoTL: Connecting Knowledge With Best Practice in Communication Disorders

Abstract

In this article, a model of evidence-based practice is presented that engaged graduate students and instructors from the discipline of communication sciences and disorders (CSD) in evidence-based education through the use of the scholarship of teaching and learning (SoTL). This article can serve as a starting point for other instructors interested in engaging in SoTL in their own CSD classrooms.

Assessing Outcomes of Simulation in Communication Sciences and Disorders

“…An essential element to moving beyond scholarly teaching and into SoTL is the dissemination of findings. It is essential that educators not only evaluate simulation learning opportunities and assess student outcomes, but then we must share these with the field through scholarly presentations and publications (Dalton et al, 2017;Ginsberg et al, 2017;McKinney, 2012). Sharing is the crucial element of SoTL -it is what will move the field forward.…”

“…As educators of future professionals, this applies to all of us. Our pedagogical decision-making should be guided by evidence-based education, which serves as a conduit to evidence-based practice for our students (Dalton et al, 2017;Ginsberg et al, 2017). This article focuses on the importance of assessing learner outcomes of simulation-based learning experiences (SBLEs).…”

“…Like all quality educational activities, clearly defined learning objectives guide the assessment process and must be part of design and planning of SBLEs from the beginning. Quality assessment is driven by the objectives of the SBLE and should consist of data from multiple sources (e.g., tests, surveys, checklists, qualitative feedback) because a combination of quantitative and qualitative data provide us with a deeper insight into student learning (Dalton et al, 2017). Evidence from nursing supports clinical learning through simulation and transfer of that clinical skill learning and theoretical knowledge to the clinical environment (Hayden et al, 2015;Weller et al, 2012).…”

Creating Head Space: Using Spaced Retrieval Practice to Teach Cranial Nerves to Graduate SLP Students

“…Professionals relate the limited retention of neuroanatomy to the blocked schedule of instruction and lack of revisiting the material throughout the graduate curriculum (Martin et al, 2014). This highlights the importance for educators to expand reflection of their pedagogy practice to include the evaluation of student learning and long-term retention as described in the scholarship of teaching and learning in SLP (Dalton, Klein, & Botts, 2017). Initiatives have begun to revise pedagogy practice in communication science disorders from a theory first to a practice first model (Brackenbury, Folkins, & Ginsberg, 2014;Folkins, 2016).…”