Problem-based learning, critical thinking and concept mapping in speech-language pathology education: A review

2008 ◽  
Vol 10 (6) ◽  
pp. 438-448 ◽  
Author(s):  
Cecilia K. F. Mok ◽  
Tara L. Whitehill ◽  
Barbara J. Dodd
Keyword(s):  
Critical Thinking ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Pathology Education

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

Clinical Teaching Methods for Stimulating Students' Critical Thinking

2016 ◽  
Vol 1 (11) ◽  
pp. 3-17 ◽  
Author(s):  
Samantha J. Procaccini ◽  
Nancy J. Carlino ◽  
Denise M. Joseph
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Clinical Teaching ◽  
Clinical Decision ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Integral Role ◽  
Language Pathology

Critical thinking is a prerequisite to making any sound clinical decision. Many students entering into the fields of speech-language pathology and audiology are not equipped with the necessary critical thinking skills to formulate evidence-based clinical decisions. Clinical educators play an integral role in facilitating the development of students' critical thinking skills. Most clinical educators recognize the significance of, and implications for implementing teaching methods which foster critical thinking. However, many clinical educators demonstrate uncertainty about which methods to employ and how to implement such methods. This article will discuss the selection and implementation of effective teaching methods for developing students' critical thinking.

Supervisees' Perceptions of Supervisors' Social Power in Speech-Language Pathology

1997 ◽  
Vol 6 (3) ◽  
pp. 90-95 ◽  
Author(s):  
Barry T. Wagner ◽  
Carla W. Hess
Keyword(s):  
Social Power ◽  
Speech Language Pathology ◽  
Power Bases ◽  
Speech Language Pathologists ◽  
Supervisory Relationships ◽  
Legitimate Power ◽  
Language Pathology ◽  
Supervisory Process ◽  
Social Power Bases ◽  
Pathology Education

Most speech-language pathologists function as supervisees and supervisors at various points in their careers (Anderson, 1988). This study investigates supervisees' perceptions of their current and ideal supervisors' social power during the clinical supervisory process in speech-language pathology education. Perceived social power was measured by two modified versions (Wagner, 1994) of the Rahim Leader Power Inventory (Rahim, 1988). This inventory measures the five French and Raven (1959) social power bases: expert, reward, referent, legitimate, and coercive. Graduate supervisees completed one version of the inventory by rating their current supervisor and a second version of the inventory indicating their ideal supervisor. Results revealed significant differences among supervisees' perceptions of current versus ideal supervisors relative to expert, reward, referent, and legitimate power. Overall, these results have implications for supervisors in speech-language pathology who may wish to modify their perceived social power in order to enhance supervisory relationships.

Problem-based learning (PBL) and speech-language pathology: A tutorial

2013 ◽  
Vol 28 (1-2) ◽  
pp. 5-23 ◽  
Author(s):  
Tara L. Whitehill ◽  
Susan Bridges ◽  
Karen Chan
Keyword(s):  
Problem Based Learning ◽  
Speech Language Pathology ◽  
Language Pathology

Promoting the Internationalization of Speech-Language Pathology Education: The Bulgarian-American Cooperative Experience

2021 ◽  
Vol 29 (2) ◽  
pp. 172-184
Author(s):  
Robert Orlikoff ◽  
Dobrinka Georgieva
Keyword(s):  
Health Science ◽  
Speech Language Pathology ◽  
Exchange Programs ◽  
The Us ◽  
International Projects ◽  
The Usa ◽  
Language Pathology ◽  
Long Term Impact ◽  
Pathology Education

Several collaborative projects between South-West University in Blagoevgrad, Bulgaria, and 8 universities in the USA have worked well to improve the overall competence of students in speech-language pathology programs and practicing clinicians to better meet the needs of individuals with fluency and voice disorders. The US Fulbright Senior Specialist and EU Erasmus+ exchange programs serve as effective instruments that provide systemic and long-term impact supporting innovation and fostering contemporary teaching methods. These international projects prepare students and faculty succeed in a global, multicultural society, and in doing so, advance speech-language pathology as an evidence-based allied health science discipline.

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