Bridging the Gap: an Integrated Approach to Facilitating Foundational Learning of Neuroanatomy and Neurophysiology in Graduate-Level Speech-Language Pathology Coursework

Bridging the Gap: An Approach to Facilitating Integrated Application of Neuroanatomy and Neurophysiology in Graduate-Level Speech-Language Pathology Across the Semester

“…based on the nine major subject areas required for graduate SLP programs by the Council for Clinical Certification in Audiology and Speech-Language Pathology of the Americna Speech-Language Hearing Association (2013). Yet, there is growing evidence that integrating content across courses, rather than separating such content by disorder types, may yield more advanced understanding and clinical application of crucial SLP concepts (Friberg & Harbers, 2016;Vinney & Harvey, 2017).…”

“…Support for an integrated curriculum. Integrating curriculum in SLP is supported by a cognitivist view of learning as well as by horizontal and vertical learning integration models (see Vinney & Harvey, 2017). Broadly, horizontal integration is considered " integration of knowledge and skills between clinical subjects" and vertical integration is the "integration of basic knowledge and skills in the clinical context" (Snyman & Kroon, 2005, p. 26).…”

“…The use of integrated curriculum in SLP graduate-level programs appears promising based on recent research (Friberg & Harbers, 2016;Vinney & Harvey, 2017). For example, researchers recently examined whether the integration of foundational neuroanatomy and neurophysiology content across MSD and aphasia courses promoted students' abilities to describe common neurological constructs and apply them to clinical cases (Vinney & Harvey, 2017). Students' responses to case questions were evaluated following their completion of five neuroanatomy and neurophysiology online modules independently and after in-class instructional augmentation of each modules' content.…”

What's in a question? A Comparison of Student Questions in Two Learning Spaces

“…For instance, some instructors provide videos or podcasts for the students to watch as pre-class homework so that face-to-face class sessions can focus on other instructional activities (Bergmann & Sams, 2009). This teaching model was recently explored by Vinney and Harvey (2017) in the field of communication sciences and disorders. The researchers examined the use of a "flipped" course design and found that the students believed the pre-course online modules facilitated their application knowledge.…”

“…For instance, Baeten, Dochy, Struyven, Parmentier, and Vanderbruggen (2016) found that more students report a preference for instructor direction. Likewise, Vinney and Harvey (2017) reported that many students stated that they would like "more time with the content and immediate feedback from the instructors" (Vinney & Harvey, 2017, p. 16). Accordingly, courses that have a mixed course design (with both content delivery and student-centered activities) may be most effective because it allows for some content delivery in person (when needed) as well as student-centered activities.…”