DSCC | Focus on Workplace Skills Intensive | D'Angelo, Lisa/Dysphagia and the Medical Setting
CSAD 227:Dysphagia and the Medical Setting /real, hands-on, skill
Reflection on Instructional Change:
I identified that I needed to make more low cost experiential assessments. I changed all of the assessments and labs to be more flexible and more case oriented to encourage more critical thinking and integration of the information. Instead of only multiple choice exams, I now have scenarios that address all of the areas we are discussing in class, and ask open ended questions that will connect the foundational information to real world clinical situations. I did this to make the students more "work place ready" in our field (Speech-Language Pathology). For this course, one example was the hands-on Clinical Bedside Swallow Evaluation. Another piece of this was the interactive medical chart review process. And finally, the demonstrations and discussion posts.
Students responded to this with enthusiasm. They are typically anxious about going into their medical internships, since so much of what they will do is not something we can simulate in the classroom. Students interpreted the written case information into medical language. Quotes from students after this task: "That was not that hard!" "I thought the doctors just told us what to write." "I am excited to do this--although it is still kind of scary."
I feel that the most influential aspects of the course for me were watching the demonstrations of workplace skills teaching, and on the discussion board posts and responses. I also felt very validated with the Observe and Analyze meeting and discussion. The demonstration videos showed how to create meaningful real-life work skills modules/models in class: teaching and doing in real-time. The discussion board posts gave me many ideas to try in my course. The Observe and Analyze was very helpful in the positive feedback I received, and the constructive feedback on waiting/pausing to allow students to process and respond.
My take-away "A-HA" moment from the Observe and Analyze was both the constructive and the positive: the leader and other colleague both commented on my enthusiasm and energy and how much passion I brought to the class. They also gave me some great constructive suggestions on how to slow down and give the students more time to process/think of questions/respond to my queries.
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a demo of Flexible Endoscopic Evaluation of Swallow (FEES). I am the "patient" |
assessment: MBSS vs FEES Interactive medical chart review process in class |
students practicing the Clinical Bedside Swallow Evaluation in pairs in class. |
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Changes in Course Syllabus and Schedules:
Pre FLC - Syllabus and Schedulesyllabi-2020-fall-csad-227-01.docx Download syllabi-2020-fall-csad-227-01.docx
Post FLC - Syllabus and Schedulesyllabi-2022-fall-csad-227-01.docx Download syllabi-2022-fall-csad-227-01.docx
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Dr. Lisa D’Angelo has been a Speech-Language Pathologist for 33 years in schools, hospitals, and clinics. She is currently an Associate Professor at California State University, Sacramento, teaching neurological development, assessment, and treatment. Her research focuses on cognitive-communication deficits after TBI, Concussion, and Dysphagia. She still works in the hospital setting, and as a school Dysphagia/Feeding Specialist. She has presented and has published nationally and internationally about TBI, Dysphagia, and concussion/Mild TBI. |
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This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education. |
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