A Preliminary Investigation in the Use of Questions by Clinical Educators When Working With First- and Final-Year Speech-Language Pathology Students

Cook, Kate; Messick, Cheryl; Ramsay, Ruth; Tillard, Gina

doi:10.1044/2019_pers-sig11-2018-0009

Cited by 4 publications

(6 citation statements)

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“…Much of the existing literature provides descriptions about questioning styles and trends among educators. For example, studies have shown that educators often pose lower order questions more frequently than higher order questions (Barnum, 2008;Cook et al, 2019;Ertmer, Sadaf, & Ertmer, 2011;Irby, 1995;Phillips et al, 2017;Sellappah, Hussy, Blackmore, & McMurray, 1998). Lower order questions typically involve requests to determine basic knowledge and comprehension about a given topic.…”

Section: Strategic Questioning Approachesmentioning

confidence: 99%

“…Lower order questions typically involve requests to determine basic knowledge and comprehension about a given topic. Lower order questions can often be used to determine what the learner knows about a given topic (Barnum, 2008;Cook et al, 2019;Ertmer et al, 2011;Irby, 1995;Phillips et al, 2017;Sellappah et al, 1998;Tofade et al, 2013). Questions might involve having the learner recall basic factual information (e.g., What is ___?…”

Section: Strategic Questioning Approachesmentioning

confidence: 99%

“…), or confirm that that he or she understands meaning (e.g., The common characteristics of ___ typically means ___, What do those observations you listed mean?). Higher order questions typically involve requests to evaluate, analyze, or synthesize information (Barnum, 2008;Cook et al, 2019;Ertmer et al, 2011;Irby, 1995;Phillips et al, 2017;Sellappah et al, 1998;Tofade et al, 2013). Higher order questions are often used to stimulate deep thinking about a subject matter and tap into a higher level of thought processing about a given topic.…”

Section: Strategic Questioning Approachesmentioning

confidence: 99%

“…linical educators within the scope of speechlanguage pathology and audiology have begun placing greater emphasis on the need for more systematic methods of clinical teaching (Procaccini, Carlino, & Joseph, 2016). In recent years, the use of questioning, also referred to as questioning strategies, questioning techniques, or strategic questioning, has gained allure among clinical educators as a viable teaching tool for maximizing learning (American Speech-Language-Hearing Association [ASHA], n.d.; Barnum, 2008;Cook, Messick, Ramsay, & Tillard, 2019;Phillips, Duke, & Weerasuriya, 2017;Tofade, Elsner, & Haines, 2013). Although questioning in itself may be considered a somewhat generic, ubiquitous method of teaching, if used strategically with intentionality, it may prove to be quite powerful in a teachinglearning context (Dietz-Uhler & Lanter, 2009;Hausmann & Schwartzstein, 2018;Tofade et al, 2013).…”

mentioning

confidence: 99%

“…Additional evidence has also suggested that formulating productive questions appropriate to the needs and skill level of the learner may be more complex than initially thought (Barnum, 2008;Tofade et al, 2013). For example, assessing the level of difficulty, phrasing, type, sequencing, frequency, and timing of the question may all influence a successful learning outcome (Barnum, 2008;Cook et al, 2019;Hausmann & Schwartzstein, 2018;McCrea & Brasseur, 2003;Tofade et al, 2013). To add to the complexities, students may demonstrate higher productivity in accessing and exercising higher order thinking functions in a learning environment that is considered psychologically safe and positive by the learner (Burningham, Deru, & Berry, 2010;Curtis, Helion, & Domsohn, 1998;Detsky, 2009;Pitney, Ehlers, & Walker, 2006;Thrasher, Walker, & Weidner, 2018;Tofade et al, 2013).…”

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confidence: 99%

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A Tutorial for Implementing Strategic Questioning in the Clinical Teaching Environment

(Procaccini)

2019

Perspect ASHA SIGs

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Purpose The implementation of strategic questioning within the clinical teaching context has recently gained appeal among clinical educators as a method for stimulating critical thinking and other higher order thinking skills. This article will (a) address evidence for the use of strategic questioning approaches in the clinical teaching environment, (b) examine some of the complexities associated with effectively selecting and implementing questioning types, and (c) discuss the potential significance that supervisory training and self-assessment may have on effective application of strategic questioning. Conclusion Strategic questioning can be a highly valuable teaching methodology within the clinical teaching context. Current available external evidence, albeit limited, provides some insight into the complexities involved with effectively implementing strategic questioning methods. Further research is needed to explore the efficacy and feasibility of specific strategic questioning approaches within the scope of communication sciences and disorders.

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Section: Strategic Questioning Approachesmentioning

confidence: 99%

Section: Strategic Questioning Approachesmentioning

confidence: 99%

Section: Strategic Questioning Approachesmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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A Tutorial for Implementing Strategic Questioning in the Clinical Teaching Environment

(Procaccini)

2019

Perspect ASHA SIGs

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Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

et al. 2020

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Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

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The Value of Cross-Cultural Education in the Clinical Educator Training Process: A Viewpoint

Gauvin,

Gregory-Martin

2024

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Purpose: The purpose of this article is to highlight the need for cross-cultural education skills in the clinical education training process. This article discusses the benefits of cross-cultural education for clinical educators (CEs) who work with supervisees from cultures that differ from their own. Conclusions: CEs differ based on their cultural backgrounds and their perception of concern about the impact that cultural differences have on the supervisory process. There is a need for cross-cultural education training for speech-language pathologists who work with supervisees particularly when there are limited cultural similarities between the CEs and supervisee. Further studies are needed to assess CEs' perceptions of the supervisory process and the potential impact it has on their own biases and interactions with supervisees.

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A Preliminary Investigation in the Use of Questions by Clinical Educators When Working With First- and Final-Year Speech-Language Pathology Students

Cited by 4 publications

References 16 publications

A Tutorial for Implementing Strategic Questioning in the Clinical Teaching Environment

A Tutorial for Implementing Strategic Questioning in the Clinical Teaching Environment

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

The Value of Cross-Cultural Education in the Clinical Educator Training Process: A Viewpoint

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