Are We Asking the Right Questions About Pedagogy in Communication Sciences and Disorders?

Abstract

Just as clinicians employ evidence-based practice, educational programs should be based on evidence showing their efficacy. Asking questions about the best approaches is a precursor to advancing pedagogy. Method: Evidence from studies of education and learning are reviewed to address the following questions: Do instructors and students have different purposes for education? Does the purpose affect the development of learning skills? Are students asking the right questions about their learning? How can we maximize the development of critically thinking clinicians? Results: An extensive literature shows that instructors can take steps to maximize the extent to which students employ deep-learning strategies. Further, a reflective-practice model of curriculum design can be T

Cognitive Dissonance of Graduate Students During Clinical Sessions of a Literacy Program: Types of Episodes and their Resolution

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