Self-Assessment Questions

 

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This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors.

Article One (pp. 279–288)

1. A hidden factor in the evidencebased education-clinical education (EBE-CE) model would be:

   • Consideration of research for patient treatment.

   • Consideration of clinician judgment in patient treatment.

   • Consideration of documentation demands in the environment.

   • Consideration of patient preferences in treatment.

   • Consideration of ethical practice in patient treatment.

2. According to McKinney's model, a clinical educator who is at the “good teaching” level might ask:

   • Where do I start with this student?

   • How can I obtain best outcomes for my patient in context of student education?

   • What data exist for the methods I am using with my student?

   • How could we change the process of clinical education?

   • Where can I disseminate my research in clinical education?

3. The evidence-based education and evidence-based practice models:

   • Are the same as Shulman's pedagogical content knowledge model.

   • Are the same as McKinney's scholarship of teaching and learning model.

   • Are the same as hidden factors found in the evidence-based education-clinical education model.

   • Are the same in that they consider external evidence, internal evidence, and preferences.

   • Are the same in that they consider clinician preferences as the driving factor for decision making.

4. The evidence based education-clinical education model considers:

   • Only EBP practice issues as they impact the clinical educator's role.

   • Only the EBE practice issues as they impact the clinical educator's role.

   • Only the direct demands placed on the clinical educator.

   • Only EBP and EBE practice issues related to the clinical educator's role.

   • The combination of the EBP and EBE practice issues along with the direct demands placed on the clinical educator.

5. One of the values of the evidencebased education-clinical education model is that:

   • It provides insight into the preferred mode of supervision by student clinicians.

   • It provides direction as to how to meet the direct demands placed on the clinical educator.

   • It encourages examination of the current body of evidence regarding best practices for clinical education.

   • It provides insight into the preferred mode of clinical treatment for the patients.

   • It provides evidence to employers of need for greater compensation for clinical educators.

   Article Two (pp. 289–297)

6. Which of the following is true regarding standards and teaching/learning strategies?

   • Standards dictate how learning outcomes should be met.

   • Standards supersede teaching/learning strategies in CBE.

   • Standards are what learners strive toward, but they do not dictate teaching/learning strategies.

   • Standards should not be considered when devising teaching/learning strategies.

   • Standards are not used in CBE and, thus, do not influence teaching/learning strategies.

7. In terms of pedagogical and supervisory processes:

   • Experiential learning is the best approach to take.

   • A single, best approach is the goal of research in supervision.

   • Student perspectives are not helpful in guiding these processes.

   • Consensus has not been reached regarding the most effective means to educate trainees.

   • Competency-based education is the only approach that holds promise for the future.

8. Which of the following is an advantage to CBE reported in the scholarly literature?

   • Increased accountability.

   • Allows greater flexibility in time for mastery.

   • More learner-centered.

   • Increased quality of care.

   • All of these.

9. Which of the following is a critique of CBE found in the literature?

   • Overly reductionist.

   • Leads trainees to check off boxes rather than seek to expand experience.

   • Limited research on effectiveness.

   • Does not include personal relationships and character virtues.

   • All of these.

10. Which of the following statements is true regarding CBE's implementation in CSD?

    • Current educational paradigms in CSD can support outcome-based, flexible content mastery as-is.

    • Current educational paradigms must change dramatically to adopt any portion of CBE.

    • It is clear that CSD is in need of substantial change in alignment with CBE principles.

    • CBE has little to do with CSD because specific competencies are too varied in speech-language pathology and audiology.

    • CSD clinical programs in the United States are already using pure CBE.

    Article Three (pp. 298–309)

11. The purpose of grading in academic courses is to:

    • Help determine salary information for employers.

    • Identify student learning and provide feedback.

    • Support students' obtaining scholarships.

    • Provide attendance information to parents.

    • Recruit more students to the major.

12. Advantages in traditional grading include:

    • Students and instructors are familiar with it.

    • Grading is highly reliable across students and cohorts.

    • Grading of assignments is highly efficient.

    • Grades always map to specific skill acquisition.

    • Partial credit for effort makes grading easier.

13. Professional degrees with external standards require which of the following from grading?

    • Only description of knowledge outcomes.

    • Only knowledge of skill outcomes.

    • Demonstration of knowledge and skill outcomes.

    • Mapping to Praxis standards.

    • Consultation with educational specialists for course design.

14. Basic concepts in specifications grading include all, except:

    • Bundles of points with partial credit.

    • Clearly communicating specifications.

    • Pass/fail grading.

    • Bundles requiring more skill or content mastery to earn a higher grade.

    • Limited opportunities to revise unacceptable work.

15. The purpose of tokens in specifications grading is:

    • As a form of behavior management.

    • To reinforce students for learning content.

    • To compensate students for classroom efforts.

    • To teach 3students to associate tokens with learning.

    • To pass control of the learning process over to the student.

    Article Four (pp. 310–324)

16. Miller's pyramid is a framework for:

    • Formative feedback cueing hierarchy.

    • Assessment of factual knowledge.

    • Setting expectations of clinical educators.

    • Learning expectations for novice to expert clinicians.

    • Creation of rubrics for feedback.

17. Formative assessment:

    • Examines performance on an early/initial attempt.

    • Provides a learner information about items that were performed incorrectly.

    • Provides a learner with qualitative information about performance.

    • Provides a learner with information about items that were performed correctly.

    • All of the above.

18. Effective feedback:

    • Provides information about how to address deficiencies.

    • Gives students a specific score.

    • Requires a detailed rubric.

    • Can only be provided in narrative form.

    • Can only be provided in numerical format.

19. What did the pilot investigation show about student learning?

    • Significant improvements on summative clinical bedside exam.

    • Significant improvements on summative oral mechanism exam.

    • Significant improvements on both the bedside and oral mechanism exam.

    • No improvements on either summative exam.

20. Criterion-referenced assessment measures performance against expectations:

    • Based on students' developmental level in acquiring a skill.

    • Based on students' age.

    • Based on other students who previously completed the course/experience.

    • Based on averages from previous courses/experiences.

    • Based on students' grades in coursework.

    Article Five (pp. 325–336)

21. An example of emotional counseling is:

    • Explaining test results.

    • Asking how a child's mother feels about her child's diagnosis.

    • Completing a case history interview.

    • Educating a spouse about a home program.

    • Describing the progression of a neurodegenerative disease.

22. Which of the following is/are true about the common factors model?

    • It posits that 15% of change is attributed to hope and expectancy by the client.

    • It posits that 30% of change is attributed to the therapeutic alliance between the client and the clinician.

    • It posits that only 15% of change is attributed to therapy technique.

    • It considers therapy a socially constructed and mediated activity.

    • All of the above are true.

23. Students and supervisors are generally most confident with which type of counseling strategy?

    • Paraphrasing.

    • Providing information.

    • Reflective listening.

    • Allowing silence.

    • Validating grief.

24. In which model does the student assume three roles: to practice counseling (as counselor), to provide feedback on counseling (as supervisor), and to consider the counseling process as a whole (observer)?

    • Reflective model.

    • Explicit teaching model.

    • Triadic/peer model.

    • Wellness model.

    • Cognitive--behavioral model.

25. Which of the following is not true of perfectionism?

    • There are two types of perfectionism: adaptive and maladaptive.

    • Perfectionists experience lower stress levels than non-perfectionists.

    • Maladaptive perfectionists often hold themselves to unreasonable standards.

    • Many communication sciences and disorders undergraduate and graduate students have moderate to high levels of stress and maladaptive perfectionism.

    • Students with maladaptive perfectionism experience more stress than students with adaptive perfectionism.

    Article Six (pp. 337–348)

26. Why is the clinical fellowship experience (CFE) necessary?

    • To gain the certificate of clinical competence prior to the start of the CFE.

    • To have support during the transition between graduate school and working as a speech-language pathologist.

    • To have a clinical experience that is 100% supervised by an experienced speech-language pathologist.

    • To pass the national examination in speech-language pathology.

    • To obtain the necessary coursework for a degree in the field.

27. The level of competence for clinical fellows (CFs) at the start of the CFE can be best described as:

    • Competent.

    • Elite.

    • Beginner.

    • Proficient.

    • Advanced.

28. The responsibility of the CF mentor is to:

    • Provide mentorship.

    • Provide constructive feedback.

    • Help the CF develop independence.

    • Ensure treatment is evidencebased.

    • All of the above.

29. Fear and anxiety in the CF serve to:

    • Motivate learning.

    • Hinder independence.

    • Dominate the CF/CF mentor relationship.

    • Decrease development toward proficient practice.

    • Guide self-assessment.

30. To promote facilitation of learning, feedback must:

    • Focus primarily on praising the CF.

    • Include corrective aspects.

    • Focus primarily on outcome.

    • Be constant during the CF's therapy sessions.

    • Be scarce so as to foster independence.