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
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
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
The Council of Graduate Schools (CGS) recently released a report titled Master’s Admissions: Transparency, Guidance, and Training (Okahana, Augustine, & Zhou, 2018). The report, which is based on a project supported by the Educational Testing Service (ETS), addresses three questions: What is
Graduate programs in the discipline of communication sciences and disorders (CSD) are looking toward technology—specifically, simulations—to meet the clinical education needs of students (Dudding & Nottingham, 2018). This change is occurring at a time when programs are facing challenges of
Critical thinking is recognized as an essential knowledge and skill for the preparation of our future professionals (see, e.g., ASHA, 2015). Instructors can help students develop these skills by explaining why critical thinking is important, providing opportunities to learn and
Interprofessional education (IPE) is an essential part of graduate education in the discipline of communication sciences and disorders (CSD) to prepare future speech-language pathologists (SLPs) to function as full members of interprofessional collaborative practice (IPP) teams and demonstrate the added
It is always a pleasure to connect with program directors as they consider the ways clinical education fits within the larger structure of a department’s mission and vision. Working in an educational environment has a real “student first” thrust to
This report describes one collaborative, interprofessional, and interinstitutional project developed to provide clinical educational experiences specifically designed to familiarize students with other disciplines and to teach the teamwork skills necessary for practice in a rural setting. The impetus to begin
For as many years as I have been involved in education of audiology students, the curriculum has been “evolving,” as we like to say at Iowa. Early on, we defined our scope of practice and developed tests and tools of
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.
General Questions: journals@asha.org
For Perspectives: perspectives@asha.org
