Teaching Research Methods in Communication Disorders

Abstract

A critical professional issue in speech—language pathology and audiology is the current shortage of researchers. In this context, the most effective methods for training graduate students in research must be identified and implemented. This article describes a problem-based approach to teaching research methods. In this approach, the instructor poses complex clinical problems and students work cooperatively to define relevant questions, evaluate resources, and find solutions. Students develop understanding of experimental designs through problem solving and descriptions of their clinical research designs in group discussions or class debates. Through research training based on clinical problems, students learn to integrate clinical questions with research questions and to link the dual professional roles of clinician and researcher.

Direct Detection of 3hJNC′ Hydrogen‐Bond Scalar Couplings in Proteins by Solid‐State NMR Spectroscopy

“…Interestingly, both the donor nitrogen atom as well as the acceptor carbonyl group involved in intermolecular contacts within less than 4 in the crystal structure of our sample. [22] Trans-H-bond crosspeaks from K6 and L50 are not predicted to be visible, however, these peaks are observed in this data set because the Figure 2. Residue-specific comparison of the range of ominimal bservable scalar coupling constants j J min j in the long-range 3D experiment for the values as calculated from the reference experiment with actual j 3h J NC' j coupling constants, which were obtained from liquid-state NMR spectroscopy at 25 8C.…”

Collaborative Methods for Training Evidence-Based Practice: The Triad Model

“…In addition to content, teaching strategies must also be carefully considered. Many authors agree that course work on EBP must be enhanced by multiple practical exercises and ideally use case-based learning (Greenwald, 2006;Scherer & Smith, 2002;Wolter et al, 2011). In our experience, the class assignments should be designed as a combination of practical exercises and practical application of concepts.…”

“…With increased time efficiency as a primary goal, the triad of co-learners can use "problem-based learning" to move forward continually in addressing clinical problems with EBP. Problem-based learning emphasizes student attempts to solve complex real-world problems (Boud & Feletti, 1997;Rankin, 1999), and there is a close link between clinical care and the development of EBP questions and research design in teaching research methods (e.g., Greenwald, 2006). Using this approach, the triad of co-learners may approach a clinical diagnostic or treatment scenario through a series of questions or steps in problem-based learning as outlined by Baptiste (2003): (a) What do we know?…”

Integrative Learning and Evidence-Based Practice: Mastering the Process

“…These students recognize that, for example, the rationales they need for their goals in the clinic can be found in the research studies discussed in different courses in the classroom. However, not all students naturally integrate information from different sources, and those who do not do so need to be offered opportunities to further develop these skills (Greenwald, 2006).…”

“…For the project, teams of two to three students select one of their clients who is receiving speechlanguage pathology services. The rationale for having students select a real client, as opposed to being provided with a case study, is based on the fact that clinically based research training allows students to see the relationship between research and practice as reciprocal (Greenwald, 2006). Also, as Seeley-Brown and Adler (2008) pointed out, integrative experiences often occur as learners address real-world problems.…”