Audiology programs across the nation faced the same questions in mid-March 2020: What will we do now? How will we deliver excellent clinical education and serve our patients while conducting clinics and classes virtually? What learning opportunities will the students
Following the lead of Joe Duffy (2016), I started asking graduate students in my motor speech disorders classes to imagine (a) what their clinical practice will look like in 10 years and (b) how technology will affect clinical practice. Invariably,
Challenges In late February, when we first considered the potential impact of COVID-19 on clinical education, each wave of information contained profound implications for what might be coming. Each possibility seemed unbelievable- never before had clinical education as we knew
Well-known is the shortage of PhD academic-researchers in audiology, speech-language pathology, and speech and hearing science. The severity of this issue was officially recognized by ASHA and the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD) in a
Background Doctor of audiology (AuD) programs work with students for 3–4 years, providing them with the knowledge and skills needed to be successful professionals capable of delivering audiological services across the full scope of practice. Most academic programs developed ways
It’s a great time to serve as a clinical educator in audiology or speech-language pathology. As a professional organization, the American Speech-Language-Hearing Association (ASHA) recognized the need to educate clinical supervisors about the principles and practices of evidence-based clinical instruction
A research laboratory is the center of discovery and training of researchers at every level of experience and expertise. Research integrity pervades all aspects of lab life, beginning the moment a new student enters the lab and continuing through the
The American Speech-Language-Hearing Association defines interprofessional education (IPE) as “an activity that occurs when two or more professions learn about, from, and with each other to enable effective collaboration and improve outcomes for individuals and families whom we serve” (ASHA,
Problem-based learning (PBL) is a method of self-directed learning. The self-directed learning philosophy recognizes that, with some guidance and support, adult learners should be able to take responsibility for their own learning (Solomon & Baptiste, 2004). An overall goal of
In the early 2000s, ASHA began to promote the application of an evidence-based practice (EBP) model to the discipline of communication sciences and disorders (CSD). This triangular model addresses recommended contemporary practice in speech-language pathology but is flawed by design.
ASHA publishes four peer-reviewed scholarly journals and one peer-reviewed scholarly review journal pertaining to the general field of communication sciences and disorders (CSD) and to the professions of audiology and speech-language pathology. These journals are the American Journal of Audiology; American Journal of Speech-Language Pathology; Journal of Speech, Language, and Hearing Research; Language, Speech, and Hearing Services in Schools; and Perspectives of the ASHA Special Interest Groups. These journals have the collective mission of disseminating research findings, theoretical advances, and clinical knowledge in CSD.
