PDF herunterladen
Semin Hear 2012; 33(01): 078-086
DOI: 10.1055/s-0032-1304730
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Expanding the Toolbox for Developing Skills in Audiology Students: Using the Ida Tools in Precepting

Gail M. Whitelaw
1   Department of Speech and Hearing Science, The Ohio State University, Columbus, Ohio.
› Institutsangaben
Weitere Informationen

Publikationsverlauf

Publikationsdatum:
20. März 2012 (online)

Auch verfügbar auf
    Lizenzen und Reprints

Abstract

There has been a transition from supervision to precepting in audiology education. As more audiologists serve as preceptors, the need for both formal education in precepting and tools available to enhance the preceptor-student relationship is critical. Aspects of clinical precepting and methods of facilitating the development of clinical skills are described. Tools developed by the Ida Institute, designed to focus on collaborative learning and facilitating change, can be used effectively and efficiently in the precepting process. Rationale for using specific Ida tools and their application are discussed, as a starting place in considering the unlimited application of Ida tools as resources for preceptors.

Keywords

Precepting - Ida tools - active learning - collaborative learning
 

  • References

  • 1 Merriam-Webster. M-W.com. An Encyclopedia Britannica Company. 2010. Available at: http://www.merriam-webster.com . Accessed May 30, 2011
    PubMedGoogle Scholar
  • 2 Farley X. The Free Dictionary. 2011. Available at: http://www.thefreedictonary.com . Accessed May 30, 2011
    PubMedGoogle Scholar
  • 3 Usher K, Nolan C, Reser P, Owens J, Tollefson J. An exploration of the preceptor role: preceptors' perceptions of benefits, rewards, supports and commitment to the preceptor role. J Adv Nurs 1999; 29: 506-514
    CrossrefPubMedGoogle Scholar
  • 4 Baltimore JJ. The hospital clinical preceptor: essential preparation for success. J Contin Educ Nurs 2004; 35: 133-140
    PubMedGoogle Scholar
  • 5 Gordon J. ABC of learning and teaching in medicine: one to one teaching and feedback. BMJ 2003; 326: 543-545
    PubMedGoogle Scholar
  • 6 Warren AL, Denham SA. Relationships between formalized preceptor orientation and student outcomes. Teach Learn Nurs 2010; 5: 4-11
    PubMedGoogle Scholar
  • 7 Roush J. Doctoral education in other health professions. Paper presented at: Gold Standards Summit 2009: Transforming Clinical Education in Audiology; January 2009; Orlando, FL
    PubMedGoogle Scholar
  • 8 Flynn JP, Stack MC eds The Role of the Preceptor: A Guide for Nurse Educators, Clinicians, and Managers. New York, NY: Springer; 2006
    Google Scholar
  • 9 Cokely C, DePlacido C. Fostering reflective skills in audiology practice and education. Semin in Hearing 2012; 33: 65-77
    PubMedGoogle Scholar
  • 10 Spalding E, Wilson A. Demystifying reflection: a study of pedagogical strategies that encourage reflective journal writing. Teach Coll Rec 2002; 104: 1393-1421
    CrossrefPubMedGoogle Scholar
  • 11 Down J. Therapeutic nursing and technology: clinical supervision and reflective Practice in a critical care setting. In: Freshwater D, ed. Therapeutic Nursing: Improving Patient Care through Self-Awareness and Reflection. London, UK: Sage; 2002: 39-57
    CrossrefGoogle Scholar
  • 12 DePlacido C. Reflective practice in audiology. Hear Rev 2010; 17: 20-25
    PubMedGoogle Scholar
  • 13 Abrams H. Collaborative self-management. Paper presented at: Defining Hearing Seminar, The Ida Institute; September 2008; Skodsborg, Denmark
    PubMedGoogle Scholar
  • 14 Anderson MB, Stillman PL, Wang Y. Growing use of standardized patients in teaching and evaluation in medical education. Teach Learn Med 1994; 6: 15-22
    CrossrefPubMedGoogle Scholar
  • 15 Beshgetoor D, Wade D. Use of actors as simulated patients in nutritional counseling. J Nutr Educ Behav 2007; 39: 101-102
    CrossrefPubMedGoogle Scholar
  • 16 Mavis BE, Lovell KL, Ogle KS. Why Johnnie can't apply neuroscience: testing alternative hypotheses using performance-based assessment. Adv in Health Sc Educ. Theory Pract 1998; 3: 65-75
    PubMedGoogle Scholar
  • 17 Tharpe AM, Rassi JA, Biswas G. Problem-based learning: an innovative approach to audiology education. Am J Audiol 1995; 4: 19-25Q16
    PubMedGoogle Scholar
  • 18 Schon DA. The Reflective Practitioner. New York, NY: Basic Books; 1993
    Google Scholar
  • 19 Epstein RM. Reflection, perception and the acquisition of wisdom. Med Educ 2008; 42: 1048-1050
    CrossrefPubMedGoogle Scholar
  • 20 Gregory M. A possible patient journey: A tool to facilitate patient-centered care. Semin in Hearing 2012; 33: 9-15
    PubMedGoogle Scholar
  • 21 Montano J, Hamamm A. The communication rings: a tool for exploring the social networks of individuals with hearing loss. Semin in Hearing 2012; 33: 46-52
    PubMedGoogle Scholar
  • 22 Jagiello J. Creating an organizational theatre of creative learning. Paper presented at: Creating or Conformity? Building Cultures of Creativity in Higher Education, University of Wales; January 8–10, 2007; Cardiff, Wales
    Google Scholar
  • 23 Mylopoulos M, Regehr G. Cognitive metaphors of expertise and knowledge: prospects and limitations for medical education. Med Educ 2007; 41: 1159-1165
    PubMedGoogle Scholar
  • 24 Lane C, Hood K, Rollnick S. Teaching motivational interviewing: using role play is as effective as using simulated patients. Med Educ 2008; 42: 637-644
    CrossrefPubMedGoogle Scholar
  • 25 Clark J, Maatman C, Gailey L. Moving patient forward: motivational engagement. Semin in Hearing 2012; 33: 35-45
    PubMedGoogle Scholar