Models of Instruction Used in Speech-Language Pathology Graduate Programs  

Oleh:

Fulcomer, Mark C. ; Hadley, Amy Jean

Jenis: Article from Journal - e-Journal
Dalam koleksi: Communication Disorders Quarterly vol. 32 no. 1 (2010), page 3-12.
Topik: evidence-based practices; professional policy; licensure; certification; speech-language pathologist
Fulltext: 2010.32.3-12.pdf (276.12KB)

Isi artikel

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 speechlanguage 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.

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