About the Book
Clinician's Guide to Applying, Conducting, and Disseminating Clinical Education Research provides clinical educators with the fundamental knowledge to be effective consumers of research and integrate it into their clinical education practice.
Clinical educators are routinely called upon to provide early-career clinicians with clinical education and supervision within their practice. Clinician’s Guide to Applying, Conducting, and Disseminating Clinical Education Research fits at the intersection of clinical education and research for the supervising clinician—helping clinicians consider how they might contribute to the scholarship of teaching and learning related to clinical education.
This one-of-a-kind text features a multidisciplinary perspective with contributors from various fields in allied health, such as speech-language pathology, occupational therapy, audiology, physical therapy, and more.
What’s included in Clinician’s Guide to Applying, Conducting, and Disseminating Clinical Education Research:
A hands-on workbook section for clinical educators to apply the content to education and clinical supervision research
Chapters on seeking research mentorship, qualitative and quantitative research foundational concepts, and publishing and presenting research
Parallels between evidence-based practice and evidence-based education
Clinician’s Guide to Applying, Conducting, and Disseminating Clinical Education Research walks the reader through generating research all the way to implementation and dissemination while linking communities of working professionals to their students and research institutions.
Table of Contents:
Contents Dedication Acknowledgments About the Editors Contributing Authors Introduction Chapter 1: You Are an Educator! Mark DeRuiter, MBA, PhD, CCC-A/SLP, F-ASHA and Sarah M. Ginsberg, EdD, CCC-SLP, F-ASHA Chapter 2: Teaching and Learning in Clinical Education Sarah M. Ginsberg, EdD, CCC-SLP, F-ASHA and Mark DeRuiter, MBA, PhD, CCC-A/SLP, F-ASHA Chapter 3: Evidence-Based Practice and Clinical Education Carol C. Dudding, PhD, CCC-SLP, F-ASHA Chapter 4: Research as Professional Development for Clinical Educators Sarah M. Ginsberg, EdD, CCC-SLP, F-ASHA and Mark DeRuiter, MBA, PhD, CCC-A/SLP, F-ASHA Chapter 5: A Board of Mentors to Support Clinical Education Research Lizbeth H. Finestack, PhD, CCC-SLP Chapter 6: Quantitative Research Foundational Concepts Jessica Brown, PhD, CCC-SLP Chapter 7: Qualitative Research Foundational Concepts Patrick R. Walden, PhD, CCC-SLP Chapter 8: Developing and Designing Your Research Question(s) Sarah M. Ginsberg, EdD, CCC-SLP, F-ASHA and Jordan Dann, MA, CCC-SLP Chapter 9: The Process of Conducting Clinical Education Research Jayne Yatczak, PhD, OTRL Chapter 10: The Research Cycle Mark DeRuiter, MBA, PhD, CCC-A/SLP, F-ASHA Chapter 11: Presenting Your Research Elizabeth A. VandeWaa, PhD Chapter 12: Publishing Your Work Mark DeRuiter, MBA, PhD, CCC-A/SLP, F-ASHA and Sarah M. Ginsberg, EdD, CCC-SLP, F-ASHA Financial Disclosures Index
About the Author :
Mark DeRuiter, MBA, PhD, CCC-A/SLP, F-ASHA is dually certified as a speech-language pathologist and audiologist by the American Speech-Language-Hearing Association. Clinically, he has worked in a busy ear, nose, and throat practice; the hearing aid industry; schools; and private clinics. He transitioned to working in higher education in 2002 after earning his PhD from the University of Minnesota, Twin Cities. He has spent most of his higher education career at the intersection of clinical education, classroom teaching, and research. Currently, Dr. DeRuiter serves as the Director of the Clinical Science Doctorate in Speech-Language Pathology at the University of Pittsburgh and teaches across undergraduate and graduate programs in communication science and disorders. Service has been a rewarding part of his career, and he has served in a variety of roles with the American Speech-Language-Hearing Association and the Council of Academic Programs in Communication Sciences and Disorders. Throughout his career, Dr. DeRuiter has seen the need to encourage and inspire clinical educators to conduct research in the clinical education process. He is a co-author of Basic Audiometry Learning Manual, Third Edition and co-editor/author of Professional Issues in Speech-Language Pathology and Audiology, Fifth Edition.
Sarah M. Ginsberg, EdD, CCC-SLP, F-ASHA is an American Speech-Language-Hearing Association–certified speech-language pathologist and professor of communication sciences and disorders at Eastern Michigan University. She began working with students providing clinical education in the hospitals where she worked and then transitioned to teaching university courses and serving as a clinical educator at the university, before becoming a full-time faculty member. In her role as founding editor for Teaching and Learning in Communication Sciences & Disorders, she recognized that clinical educators were interested in engaging with clinical education research and wanted to provide a pathway to help them be successful with this work. She has also edited or co-authored/edited Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology: Evidence-Based Education, Xerostomia: An Interdisciplinary Approach to Managing Dry Mouth, Evidence-Based Education in the Classroom: Examples From Clinical Disciplines, and Simulation-Based Learning in Communication Sciences and Disorders: Moving From Theory to Practice, the last three published by SLACK Incorporated. Her research focus has been primarily on issues of teaching and learning in clinical fields.
