Written by Jennifer Friberg, Cross Endowed Chair in the Scholarship of Teaching and Learning, and Associate Professor of Communication Sciences & Disorders at Illinois State University
Last year, my fellow Teaching and Learning in Communication Sciences & Disorders Editorial Board colleagues and I published a paper describing our vision for the culture of the scholarship of teaching and learning (SoTL) in CSD (Ginsberg, Friberg, Visconti, DeRuiter, & Hoepner, 2017). At that time, we stated:
A central tenant in the practice of speech-language pathology and audiology is that of evidence-based practice (EBP) — the notion disciplinary research (in concert with patient/family preferences and clinical judgement) should serve as the basis for clinical decision making. Ginsberg, Friberg, and Visconti (2012) argued that a similar standard of evidence-based education (EBE) should be in place for making pedagogical decisions in the classroom to support a scholarly, research-informed approach to teaching and learning.
Recently, I’ve been in the process of prepping for a series of three workshops at Adelphi University in New York. The Department of Communication Sciences & Disorders (CSD) kindly invited me to visit with faculty, students, and internal/external clinical educators as part of an effort to infuse the SoTL into their research and educational practices. In doing so, I aim to extend the advocacy work started with the publication excerpted above. This evening, I will be meeting with over 60 on- and off-campus clinical educators to talk about the connection between EBP, EBE, and what I’m calling evidence-based supervision (EBS). I will propose a framework for understanding evidence-informed decision making in all aspects academic and clinical education for CSD students, connecting different stakeholder groups and interests, using the concepts below:
|Evidence-Based Practice||Evidence-Based Education||Evidence-Based Supervision|
|Definition||Promotes a scholarly approach to clinical practice||Promotes a scholarly approach to teaching at the college/ university level||Promotes a scholarly approach to clinical supervision combining scientific and pedagogical perspectives and needs|
|Exists as a balance between||· External scientific evidence
· Clinical expertise/expert opinion
· Client/patient/ caregiver perspectives
|· External pedagogical evidence
· Teaching/learning expertise/ expert opinion
· Teacher/student perspectives
|· External pedagogical and scientific evidence
· Clinical/supervisory expertise/expert opinion
· Supervisor/ supervisee perspectives
|Stakeholders||course instructors, clinical educators, TAs, student clinicians||course instructors, TAs, students enrolled in academic coursework||on- and off-campus clinical educators, student clinicians|
In my view, EBP, EBE, and EBS do not exist on separate planes in higher education; rather, each informs the preparation of a well-rounded and well-informed clinician. I would argue, however, that EBS represents the nexus of EBP and EBE, as clinical educators must have a grounding in both scientific and pedagogical research in order to approach clinical education in a scholarly manner. It is possible (though arguably not preferred!) for a course instructor in CSD to engage in EBE while not referencing EBP. Likewise, a clinician could know a great deal about EBP without knowing much at all about EBE. EBS is unique in that it requires a combined focus on understanding teaching and learning and clinical excellence.
This concept of EBS can be applied to other clinical disciplines structured similarly to CSD (e.g., nursing, physical/occupational therapy, dietetics, respiratory therapy, medicine), with evidence-informed decision-making at the heart of client care, and — aspirationally – the preparation of future clinicians. Thus, the construct of EBS might be one that could move clinical professions forward in embracing evidence-informed decision-making in all aspects of academic and clinical education. That said, tomorrow is the first time I take this framework on the road — literally. I’ll share any feedback I receive in a subsequent blog!
Friberg, J. C. (2018, March). Application of SoTL: Using evidence to inform a scholarly approach to clinical education. Workshop presented to clinical educators at Adelphi University, New York City.
Ginsberg, S. M., Friberg, J. C., Visconti, C. F., DeRuiter, M., & Hoepner, J. (2017). On the culture of scholarship of teaching and learning. Teaching and Learning in Communication Sciences & Disorders, 1(1).