From teaching to practice: pedagogical models for clinical aphasia: a pilot study

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Rachel Ann Cox (Creator)
Institution
Western Carolina University (WCU )
Web Site: http://library.wcu.edu/
Advisor
Lane Perry

Abstract: Purpose: The purpose of this study was to determine the frequency with which various instructional models are used in a graduate-level aphasia course, and participants perceptions of effectiveness of those methods in preparing them for clinical practice. Instructional methods evaluated included group investigation model, direct instruction, inductive thinking model, memorization, problem-based learning, and role-play. Methods: Participants included speech-language pathologists with a temporary license to practice in North Carolina. Participants completed all or part of an anonymous, web-based survey regarding instructional methods used in aphasia courses and students’ perceptions of preparedness. First, participants were asked to select all teaching methods used by the instructor. Next, they were asked to arrange the methods that were selected to represent the frequency of use in the classroom. Lastly, they were asked to arrange the selected methods by effectiveness for clinical practice. Demographic questions were presented at the end. The survey required approximately 5 to 10 minutes to complete. Results: Twenty completed surveys were received, but only eight indicated that they worked with the target population-aphasia; therefore, data from those eight surveys were used. Memorization and direct instruction was selected by all participants as being used in the classroom. Direct instruction, memorization, and group investigation were used most frequently, followed by the inductive thinking model, problem-based learning, and role-play. Group investigation, direct instruction, and inductive thinking model were reported to be the most effective for preparing students for clinical practice. Memorization, role-play, and problem-based learning were reported to be least effective for clinical practice. Correlation coefficient was calculated and determined to be 0.7895 signifying a strong correlation between frequency and effectiveness. Conclusions: Data suggest that instructors utilize a variety of teaching methods. The frequency of the models used need to be directly related to the effectiveness of the given model to achieve a specific learning outcome. Considering all of these findings, there appears to be a disconnect between what is considered to be the role of the academic curricula (e.g., academic coursework) compared to the clinical curricula (e.g., clinical practicum). It has yet to be prescribed the knowledge and skills students are expected to acquire in these different settings which likely impacts how instructors design course activities and learning experiences. As healthcare continues in the direction of multidisciplinary and team-based care, educational settings may transition to include more group investigation models. Role-play may also emerge as a new trend with the inclusion of the standardized patient. Continued investigation will only lead to improved training of healthcare professionals.

Additional Information

Publication
Thesis
Language: English
Date: 2018
Keywords
Health education

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