Using Active Learning Strategies to Strengthen Cultural and Linguistic Diversity Training in Communication Sciences and Disorders Programs.
Using Active Learning Strategies to Strengthen Cultural and Linguistic Diversity Training in Communication Sciences and Disorders Programs.
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使用主动学习策略加强传播科学和障碍项目中的文化和语言多样性培训。
DOI：
10.1044/2022_persp-22-00033
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
Garcia,Felicidad
中科院分区：
文献类型：
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作者：
O'Fallon,MauraK;Garcia,Felicidad
在文化能力的培训是研究生课程在通信科学和障碍（CSD的认证要求;理事会学术认证听力学和言语语言病理学，2020年）。CSD课程中的文化和语言多样性（CLD）教学和当前的教学模式可能无法为学生提供这方面的有效培训（哈蒙德等人，2009; Higby等人，2021; Stockman等人，2008年）。在本教程中，我们提出主动学习作为一种教学方法，可以为学生提供更强的培训，在评估和处理个人与陌生的文化和语言backgrounds.ConclusionsActive学习强调创造一个支持性的课堂环境，教学技能，而不是内容，并培养学生的元认知（Bransford等人，2000; Gooblar，2019）。我们提出了一个由三部分组成的教学模式，使用积极的学习策略，以提高临床培训的评估和治疗CLD背景的客户。这种教学模式鼓励教师设置学习场景，提出一个问题来解决，并建立反思和概括。主动学习方法，如模型中所描述的，是理想的教学临床问题解决跨人群，同时反映一个人的生活经验和立场。提供并审查了供读者使用该模型创建自己的课程计划的样本材料。补充材料https：doi.org/10.23641/asha.21944264
PurposeTraining in cultural competence is an accreditation requirement for graduate programs in communication sciences and disorders (CSD; Council on Academic Accreditation in Audiology and Speech-Language Pathology, 2020). Cultural and linguistic diversity (CLD) instruction within CSD programs and current instructional models may not provide students with effective training in this area (Hammond et al., 2009; Higby et al., 2021; Stockman et al., 2008). In this tutorial, we present active learning as an instructional approach that may provide students with stronger training in the assessment and treatment of individuals with unfamiliar cultural and linguistic backgrounds.ConclusionsActive learning emphasizes the creation of a supportive classroom environment, teaching skills rather than content, and fostering metacognition in students (Bransford et al., 2000; Gooblar, 2019). We propose a three-part pedagogical model for using active learning strategies to improve clinical training in assessment and treatment of clients with CLD backgrounds. This pedagogical model encourages instructors toset the scenefor learning,present a problem to solve,and build inreflection and generalization.Active learning approaches, as described in the model, are ideal for teaching clinical problem solving across populations while reflecting on one's lived experience and positionality. Sample materials for readers to create their own lesson plans using the model are provided and reviewed.Supplemental Materialhttps://doi.org/10.23641/asha.21944264