Poster #38 - The Impact of Active Learning in a Speech-Language Pathology Swallowing and Dysphagia Course

• In Event: 31.094 - MTCC Poster Session Six
  In Poster Session: 31.094-7 - Poster Sessions

Abstract

The signature pedagogy in Speech-Language Pathology (SLP) higher education programs has been criticized for its instructor-centric lecture format and emphasis on the lower tiers of Bloom’s Taxonomy (simply memorizing knowledge) at the expense of helping students develop the clinical problem-solving skills required for a lifetime of practice and learning. The purpose of this study was to implement an active learning approach with a focus on applied learning in a SLP swallowing and dysphagia course and examine outcomes related to student perceptions in addition to performance. Initial results suggest positive impacts on both student perceptions and performance in the course utilizing active learning.

Authors

• Rebecca H Affoo, Central Michigan University

• Justin Bruner, Michigan State University

• Ciara Nellenbach, Central Michigan University

• Angela Dietsch, University of Nebraska - Lincoln

• Mark E. Lehman, Central Michigan University