PP205 - Learning that “Sticks” Using Multiple Modalities in AuD Courses

Abstract:
In the book Make It Stick, Brown et al. (2014) described evidence-based teaching and learning principles that lead to more effective and lasting student learning. This poster will present ways in which the principles described by Brown et al. have been incorporated in several AuD academic courses that are delivered using multiple modalities.

Summary:
Rationale/

Purpose:
In the book Make It Stick, Brown et al. (2014) described evidence-based teaching and learning principles that lead to more effective and lasting student learning. Some of these principles include: effortful practice with feedback, interleaving the practice of different topics, solving problems with unknown solutions, and a growth mindset. This poster will describe examples of how the presenter has successfully incorporated Make It Stick principles into several AuD courses that use in-person instruction, videoconferencing, and online tools.

Methods:
Hearing

Assessment:
This course is taught in person, with classroom time often spent on practice applying the concepts to hypothetical cases. Students are expected to complete assigned readings and/or recorded lectures on foundation information prior to class, and they are required to participate orally in class. This class participation requires effortful practice retrieving information, solving problems with unknown solutions, and interleaving the practice of different topics. These class discussions provide students with low-stakes opportunities to practice and receive feedback on the types of problems they will see on exams and in clinic.

Research

Methods:
This course is taught in person to about one-third of the students and via synchronous videoconferencing to the remaining two-thirds. The class is structured around evidence-based practice (EBP) cases that are followed throughout the semester. Students determine their own EBP case based on their clinical interests, and they formulate an EBP question and locate relevant evidence. Throughout the semester, they complete four graded assignments that require them to critically appraise different aspects of the evidence and ultimately answer their EBP question. These assignments require effortful practice retrieving information, solving problems with unknown solutions, and interleaving the practice of different topics. During class time, students work through ungraded critical appraisals of different instructor-provided articles, which provide a low-stakes opportunity for them to practice and receive feedback in applying the concepts before they complete the graded assignments.

Amplification II Course:
This course is also taught in person to about one-third of the students and via synchronous videoconferencing to the remaining two-thirds. Toward the end of the semester, students give interactive, two-part, case-based presentations. In part one, students introduce their case and related learning issues or questions. The rest of the class has several days to respond online to the questions before students present the case conclusions in class. These presentations use the Make It Stick principles of effortful practice retrieving information, integrating the practice of all of the topics that have been covered in the course, and applying information and solving meaningful problems.

Conclusions:
Brown et al.’s evidence-based Make It Stick principles have been successfully integrated and applied in a variety of AuD courses taught by the presenter using different modalities. Viewers will leave this poster with specific ideas and examples of how these techniques can be applied in their own AuD courses.