Teaching, Learning, and Research Hub
The following slides accompanied a presentation delivered at ASHA’s Clinical Practice Research Institute. Data speak, not men… “Designs have inherent rigor but not all studies using a design are rigorous” — Randy; yesterday “Illusion of strong evidence…”– Gilbert, McPeek & Mosteller, 1977 Effects of Interpretation Bias on Research Evidence (Kaptchuk,...
Research is necessary for our discipline—not only to advance basic understanding, but also to ensure the highest quality of clinical services. Indeed, it is fair to say that research is essential for our discipline to survive: We must continue to unravel the mysteries of human communication, to understand how and...
The following slides accompanied a presentation delivered at ASHA’s Clinical Practice Research Institute. The Logic of a Staged System of Clinical Research Let’s examine the fundamental logic underpinning a staged system of clinical research (that is easily applied to patient-oriented research) as developed in medicine. A protocol achieving status as...
Ours is a maddening and dazzling age of communication revolution; a time of wholesale, unceasing transformations in the ways that we share, receive, and store information; an era of profound, still-unfolding changes in how we as professionals, friends, and family connect and keep in touch with one other. Was it...
Question What makes the University of Pittsburgh clinical training model different than most other CSD clinical programs? Answer First, it is probably important to provide some background on our department and the environment in which we are situated. The University of Pittsburgh Communication Science and Disorders (CSD) department is housed...
The demand for professionals in communication sciences and disorders (CSD) may compel program directors to consider an expansion of their graduate programs to increase student capacity. Determining feasibility for increasing student capacity requires careful consideration. Three variables consistently emerge in the literature concerning graduate program advancement and development: mission, quality,...
The following slides accompanied a presentation delivered at ASHA’s Clinical Practice Research Institute. Success in practice research requires strong links to clinicians, administrators and community organizations Strategically planning how to develop these links prior to the study will often result in: Goals Understanding Expectations Understanding the culture and expectations of...
ASHA’s Science and Research Programs include several opportunities for students and emerging-to-mid-career scientists to enhance grantmanship: Lessons for Success, Clinical Practice Research Institute, Grant Reviewer Training, and special sessions at the annual Convention focused on funding mechanisms and grantsmanship. One message that resonates throughout these varied programs is that successful applications have several characteristics in...
The following slides accompanied a presentation delivered at ASHA’s Clinical Practice Research Institute. Another approach to analyzing data from group comparison studies. Instead of comparing means, dichotomize the event (outcome) of interest as “present” or “absent” in individual patients within the groups. Then compare the distribution of events in the...
At the recent ASHA 2009 Convention, Dr. KerryAnn O’Meara presented a thoughtful review of her recent book, Faculty Careers and Work Lives (O’Meara, Terosky, and Neumann, 2008), followed by a panel of deans who are also professors in communication sciences and disorders. The lively question and comment session that ensued...