-
Classroom-based Simulation & Clinical Education Innovations Improve Graduate Education
Brenda L. Beverly and Emma A. Townsend
Although classroom-based coursework and clinical education activities in speech-language pathology graduate programs strive to link education to relevant practice, gaps persist. Parent-implemented intervention is an evidence-based practice mandated by federal law in early intervention; however, speech-language pathology graduate programs do not provide students with ample opportunities to gain relevant experience. Outcomes from two research studies supported revising classroom and clinical education, increasing educational relevance and professional preparation for students. A qualitative study with focus groups identified key implementation needs that led to the addition of role play simulation in the classroom. A follow-up study supported developing an innovative clinical model to teach parent-implemented intervention. Pre- to post-program survey results revealed significantly greater confidence for students in the program compared to peers who did not participate. Presentation of findings will include engaging conference attendees with the materials for adult learning and coaching used to prepare students for the parent-implemented intervention.
-
Graphic Novels as Learning Tools
Leesha Coleman
Graphic novels are not just for kids! Graphic novels can be used in nearly every aspect of teaching and learning. This presentation focuses on providing attendees with research on using graphic medicine in the classroom for retention. While the presentation focuses on Graphic Medicine, the principles can be applied to other disciplines.
-
Conversations to Find One’s Truth: Coaching in Medical Student Education
Binata Mukherjee, Jenna Pfleeger, Clista Clanton, Maria Renee Roca Garcia, Gurupreet Khalsa, and Haidee Custodio
Following coach training for College of Medicine faculty and leadership, the benefits of coaching for inculcating the habit of self-reflection to find one’s truth and create learning paths was recognized. While there was unanimous agreement to implement coaching for medical students, the contributing factors for the success of or barriers to academic medical coaching programs were ambiguous. We embarked on a scoping review to understand how coaching is being used for medical learners, and will share our process and preliminary discoveries.
-
Pre to Post Course Differences in Knowledge and Perception of a Careers for Psychology Majors Course
Laura Powell
The Psychology Department at the University of South Alabama began teaching a course titled “Careers for Psychology Majors” in Fall 2019. This sophomore level course was created to help psychology majors explore careers options with a bachelor's degree in psychology as well as careers that require graduate study. Students completed a pre and post course survey from their Landrum and Davis (2020) textbook regarding their knowledge and perceptions of career options after graduating. Pre to post course changes in student surveys were analyzed with paired samples t-tests for each question. Increases from pre to post was observed with every question with the majority of pre to post course differences being significant. These results were similar to the results from the first publication of the survey in Dillinger and Landrum (2002). Data collection is currently ongoing. This sophomore level course is benefiting students by increasing their knowledge of career paths post-baccalaureate.