Abstract
Critical thinking requires one to be abstract, continually raise questions, independently obtain and reviews evidence, and converge these experiences to offer open-minded solutions. These same traits are required for speech-language pathology students to become successful clinicians. This work describes a mixed method investigation of explicit and infused instruction of critical thinking skills in the context of one graduate-level course in a program accredited from the American Speech-Language Hearing Association. While quantitative findings only demonstrate significant positive change on select items using a Likert scale, qualitative data describe deep learning and growth in the areas of broad life-impact, expansion of knowledge, empathy and perspective taking, and evidence-based practice. Convergence of these data, and future directions are discussed.
Recommended Citation
Battaglia, D.
(2020).
Explicit Teaching of Critical Thinking Skills in Communication Science and Disorders.
Teaching and Learning in Communication Sciences & Disorders, 4(2).
DOI: https://doi.org/10.30707/TLCSD4.2/EGYZ9092
Included in
Adult and Continuing Education Commons, Curriculum and Instruction Commons, Speech and Rhetorical Studies Commons
