Clinical Teaching Methods for Stimulating Students' Critical Thinking

Procaccini, Samantha J.; Carlino, Nancy; Joseph, Denise

doi:10.1044/persp1.sig11.3

Cited by 7 publications

(3 citation statements)

References 36 publications

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“…Several authors, including Finn et al [13], Gunter and LeJeune [2], and Procaccini et al [50], provide excellent suggestions for classroom and clinical activities to help graduate students develop their CT skills. In order to develop the disposition to regularly use CT skills in their clinical practice, SLP students need to regularly practice using them [13,16,[49][50][51].…”

Section: Discussionmentioning

confidence: 99%

“…These examples indicate how the CTCSD may help academic and clinical faculty select learning activities and focus feedback to their graduate students in order to re-inforce skills the students exhibit and to develop other skills. Several authors, including Finn et al [13], Gunter and LeJeune [2], and Procaccini et al [50], provide excellent suggestions for classroom and clinical activities to help graduate students develop their CT skills. In order to develop the disposition to regularly use CT skills in their clinical practice, SLP students need to regularly practice using them [13,16,[49][50][51].…”

Section: Discussionmentioning

confidence: 99%

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Reliability of the Critical Thinking in Communication Science and Disorders: A Content-Specific Critical Thinking Assessment

Morris¹,

Gorham-Rowan²,

Carter³

et al. 2022

Folia Phoniatr Logop

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Introduction: Students and professionals in communication sciences and disorders (CSD) need to exhibit good critical thinking (CT) skills when engaged in clinical tasks. CSD clinicians must make decisions that are free from biases and support their claim with facts. Thus, CSD clinicians need to be trained to question their clinical practices and to skeptically evaluate new practices that develop. A content specific CT test can help determine if students are developing these skills. However, to date, no such content specific critical thinking assessment exists for CSD. The purpose of this study was to determine the reliability of the current version of a specific content critical thinking assessment, the Critical Thinking in Communication Science and Disorders (CTCSD). Methods: A sample of 150 communication sciences and disorders (CSD) graduate students enrolled in three programs participated. They completed an online Qualtrics survey that consisted of the CTCSD. They completed the Qualtrics survey twice, once at the beginning of a semester and once at the end. The participant responses were independently scored by two research associates. The data were analyzed for reliability in three ways. Intra-subject reliability was assessed by comparing scores across the two testing sessions. Internal consistency of the items to measure a common construct was assessed using Cronbach’s alpha and the Guttman’s Lambda 6. Inter-rater reliability was assessed using Cohen’s Kappa coefficient. In addition, the time used to complete the survey was analyzed. Results: The students from the three programs scored similarly on the CTCSD. High reliability ratings occurred for the intra-subject, internal consistency, and inter-rater measures. Discussion/Conclusion: The results indicate the reliability of the CTCSD. In combination with previous results indicating the face, construct, and criterion validity of the CTCSD, it appears to have psychometric strength. The CTCSD may help academic and clinical faculty select learning activities and focus feedback to their graduate students in order to reinforce skills the students exhibit and to develop other skills.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Reliability of the Critical Thinking in Communication Science and Disorders: A Content-Specific Critical Thinking Assessment

Morris¹,

Gorham-Rowan²,

Carter³

et al. 2022

Folia Phoniatr Logop

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“…linical educators within the scope of speechlanguage pathology and audiology have begun placing greater emphasis on the need for more systematic methods of clinical teaching (Procaccini, Carlino, & Joseph, 2016). In recent years, the use of questioning, also referred to as questioning strategies, questioning techniques, or strategic questioning, has gained allure among clinical educators as a viable teaching tool for maximizing learning (American Speech-Language-Hearing Association [ASHA], n.d.; Barnum, 2008;Cook, Messick, Ramsay, & Tillard, 2019;Phillips, Duke, & Weerasuriya, 2017;Tofade, Elsner, & Haines, 2013).…”

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confidence: 99%

A Tutorial for Implementing Strategic Questioning in the Clinical Teaching Environment

(Procaccini)

2019

Perspect ASHA SIGs

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Purpose The implementation of strategic questioning within the clinical teaching context has recently gained appeal among clinical educators as a method for stimulating critical thinking and other higher order thinking skills. This article will (a) address evidence for the use of strategic questioning approaches in the clinical teaching environment, (b) examine some of the complexities associated with effectively selecting and implementing questioning types, and (c) discuss the potential significance that supervisory training and self-assessment may have on effective application of strategic questioning. Conclusion Strategic questioning can be a highly valuable teaching methodology within the clinical teaching context. Current available external evidence, albeit limited, provides some insight into the complexities involved with effectively implementing strategic questioning methods. Further research is needed to explore the efficacy and feasibility of specific strategic questioning approaches within the scope of communication sciences and disorders.

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Speech-Language Pathology Graduate Student Experiences of Incivility, Bullying, and Intimidation in the Clinical Practicum Setting: An Exploratory Study

Mancinelli

Kneavel

2021

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Purpose The purpose of this phenomenological study was to describe and interpret the experiences of graduate students in communication sciences and disorders who experienced forms of incivility in the clinical practicum setting. There is precedent for identifying and handling incivility, such as bullying, harassment, and intimidation, in the nursing education, psychology education, medical education, and physical therapy literature. A literature search for incivilities such as bullying, harassment, and intimidation in graduate student education in communication sciences and disorders did not yield any systematic studies. Method Nineteen participants who were interested in participating contacted the researcher; of those, nine participants were ultimately interviewed. A thematic analysis of videotaped semistructured interviews was used to measure outcomes based on the five questions posed to the participants. The participants responded to the five questions designed to understand the lived experience of incivility for graduate students in speech-language pathology practicum settings. Conclusions This study fills a gap in the clinical education literature in speech-language pathology. It was a qualitative study using a phenomenological approach that described and interpreted speech-language pathology graduate students' experiences of bullying, harassment, and/or intimidation during clinical practicums across practice settings. Data analysis yielded five themes based on the participants' responses during the interview. The themes were communication, physical and/or psychological effects, interpersonal dynamics, clinical instruction, and lingering physical and psychological effects of the experience. The authors make recommendations to reduce the probability that incivility, bullying, and/or intimidation will occur during a student's clinical practicum experience.

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Clinical Teaching Methods for Stimulating Students' Critical Thinking

Cited by 7 publications

References 36 publications

Reliability of the Critical Thinking in Communication Science and Disorders: A Content-Specific Critical Thinking Assessment

Reliability of the Critical Thinking in Communication Science and Disorders: A Content-Specific Critical Thinking Assessment

A Tutorial for Implementing Strategic Questioning in the Clinical Teaching Environment

Speech-Language Pathology Graduate Student Experiences of Incivility, Bullying, and Intimidation in the Clinical Practicum Setting: An Exploratory Study

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