Document Type

Article

Publication Date

3-14-2023

Keywords

active learning, learning preferences, health professions education, student experiences

Abstract

Active teaching methods are believed to facilitate higher-order thinking skills and prepare allied health students for independent clinical decision-making. This quantitative, correlational study aimed to explain the relationships between student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the extent of knowledge they have received regarding active and traditional teaching methods. Two hundred and thirty students completed a 53-item online survey. Students were enrolled in a Doctor of Physical Therapy, Masters in Speech-language Pathology, or Bachelor of Science Nursing program in one of seventeen participating institutions across a ten-state Midwest region. A combination of student knowledge, student beliefs, and positive student experiences with active over traditional methods predicted 72.5% (R2 = .725, p =

Journal Title

Teaching and Learning in Communication Sciences and Disorders

Volume

7

Issue

2

ISBN

ISSN 2689-6443

DOI

https://doi.org/10.30707/TLCSD7.2.1690393489.74901

First Department

Communication Sciences & Disorders

Second Department

Teaching, Learning and Curriculum

Acknowledgements

Open access article retrieved 8/28/23 from: https://ir.library.illinoisstate.edu/tlcsd/vol7/iss2/10/

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