Models of Instruction Used in Speech-Language Pathology Graduate Programs

Abstract

To meet the needs of a diverse student population while addressing the knowledge and skills outcomes of the curriculum, faculty should develop a repertoire of instructional models. Research-based instructional models from the fields of education and health care have been developed to support various learner outcomes. Emphasis on evidence-based practice in the field of communication sciences and disorders should include increased study of research-based instructional practices in higher education. The present study examined the models of instruction currently implemented by professors in speech-language pathology graduate programs. Problem-based learning and induction were used most frequently, followed by direct instruction. Cooperative learning, memory strategy instruction, and role play were used less frequently. Results suggest that instructors are utilizing a variety of instructional models to meet learning outcomes. Implications for the use of models of instruction, as well as future directions for research, are discussed.

Teaching CSD Graduate Students to Think Critically, Apply Evidence, and Write Professionally

“…The students encounter simulated real-life problem cases, exercise self-directed learning and thinking, engage in small group discussion, and evaluate their own learning progress. The second article surveyed the types of teaching strategies used in graduate programs (Hadley & Fulcomer, 2010). The authors reported that PBL was used frequently, even more than direct instruction.…”

“…The literature in the field of CSD includes two articles related to enhancing the CT skills of graduate students (Hadley & Fulcomer, 2010; Mok, Whitehill, & Dodd, 2008). One of the articles suggested that problem-based learning (PBL) opportunities may facilitate CT skills in graduate clinicians (Mok et al, 2008).…”

Faculty Perspectives of Student-Faculty Collaborative Course Design

“…While doctoral students' experiences of being prepared to teach may differ depending on the type of university they attend, organized instruction regarding teaching pedagogy and course design is often not provided (Fink, 2003;Robinson & Hope, 2013). The field of Speech-Language Pathology (SLP) is no exception, and SLP professors are not always given the necessary groundwork in educational methods or planning (Hadley & Fulcomer, 2010). Possible ramifications of insufficient instruction in teaching could present obstacles to effective teaching and learning, including insufficient teaching development, a decline in student performance, and a lack of successful interactions (Bovill, Cook-Sather, & Felten, 2011;Fink, 2003;Robinson & Hope, 2013).…”

Integrating Academic and Clinical Learning Using a Clinical Swallowing Assessment

“…How programs and individual educators and students bridge the gap between class and clinic varies. Hadley and Fulcomer (2010) found that among 70 speech-language graduate programs surveyed, instructional models did vary and the most frequently used in the classroom were induction, problem-based learning, direct instruction, cooperative learning, memory strategy instruction, and role-playing. The results indicate several models may be used in a single course and the models being used to teach engage students to actively learn.…”