•  
  •  
 

Department

School of Communication Sciences and Disorders

Summary

In traditional classroom settings, disciplinary content is generally presented first and students’ abilities to acquire this knowledge are then assessed through assignments and exams. Problem based learning (PBL), on the other hand, works in reverse: students learn in the context of the problem to be solved (Ram, 1999). PBL is based on both learning theories and constructivist principles.

In Audiology, students’ learning is divided: they study theory in classrooms and the use of sophisticated equipment, and instruments, in lab practicum, separately. In clinical placements, however, student audiologists encounter diverse patients and, consequently, are expected to draw from their theoretical knowledge as well as from their technical know-how (of instruments and skills for operating equipment) at the same time.The problem in Audiology studies is that theoretical and practical skills are treated as separate entities in traditional teaching, despite the fact that both components must be applied together in real-life practice. PBL offers instructors a framework through which to assist students in learning and developing theoretical and practical skills simultaneously. This workshop will focus on preparing instructors to implement PBL and devise efficient assessment strategies to bridge classroom and lab-based learning. Since some basic understanding of core Audiology concepts is necessary to solve topic-specific problems, this workshop will focus on the use of PBL instruction in upper-year Audiology courses. Employing a meta-approach (using PBL to learn about PBL), participants will gain a first-hand experience of PBL while also learning about the research and principles underpinning this model.

Creative Commons License


This work is licensed under a Creative Commons Attribution 3.0 License.