Abstract
I n recent years, there has been considerable discussion about the quality and quantity of education provided for audiology students preparing for clinical work (AAA, 1989, 1991; ASHA, 1988, 1991, 1992; Binnie & Goldstein, 1991; Cox, Bankson, Kidd, & Burkard, 1992; Cunningham, 1992; Goldstein, 1989, 1992; Humes et al., 1992; Humes & Diefendorf, 1993; Van Vliet, Berkey, Marion, & Robinson, 1992; Yates, 1989). Not only has there been a call to change the curriculum for entry-level clinical audiology students, but also a plea for innovative teaching techniques (Cunningham & Windmill, 1990, 1991; Rassi & McElroy, 1992a). Such concerns appear to be widely recognized by practitioners and educators and imply a pressing need for improving the preparation of clinical audiologists. However, reports that discuss results of improved classroom, clinical, and laboratory teaching have not been forthcoming (Rassi & McElroy, 1992a). This article presents an initial framework for a novel educational methodology in this virtually unexplored area.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
