Developing Theoretically-Grounded, Evidence-Based Best Practices for Clinical Audiology
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PublisherThe University of Arizona.
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EmbargoRelease after 05/19/2022
AbstractMuch of audiology education occurs in clinical settings with students working closely with aclinical instructor and with real patients. Although these pedagogical experiences are not in a traditional classroom, clinical education nonetheless can and should be intentionally designed. The scholarship of teaching and learning as a field has theoretical and evidence-based design frameworks that appear, thus far, not to have been cohesively applied to clinical education in audiology. This paper will examine the theory and research on Fink’s Taxonomy of Significant Learning along with the current research on clinical education in audiology using a critically appraised topic approach. Fink’s Taxonomy appears to be well-positioned to provide a cohesive, theoretically-ground, evidence-based framework for understanding, researching, and improving clinical audiology education. Both areas are used to inform a step-by-step guide on employing an evidence-based theory to design a clinical education experience.
Degree ProgramGraduate College
Speech, Language, & Hearing Sciences