Developing Theoretically-Grounded, Evidence-Based Best Practices for Clinical Audiology
Publisher
The University of Arizona.Rights
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.Embargo
Release after 05/19/2022Abstract
Much 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.Type
textElectronic Dissertation
Degree Name
Au.D.Degree Level
doctoralDegree Program
Graduate CollegeSpeech, Language, & Hearing Sciences