Scaffolding Early Clinical Learning for Students in Communication Sciences and Disorders Clinical practicum may appear to be the ideal setting for students to independently acquire clinical knowledge and skills through problem-solving. However, recent application of Cognitive Load Theory (CLT) to the fields of medicine and health sciences indicates that supported or scaffolded learning yields better outcomes for novice clinicians. This article ... Article
Article  |   October 01, 2013
Scaffolding Early Clinical Learning for Students in Communication Sciences and Disorders
Author Affiliations & Notes
  • Lynette Austin
    Department of Communication Sciences and Disorders, Abilene Christian University, Abilene, TX
  • Lynette Austin

    Financial Disclosure: Lynette Austin is an Assistant Professor at Abilene Christian University.

    Nonfinancial Disclosure: Lynette Austin has no financial interests related to the content of this article.

Article Information
Professional Issues & Training / Attention, Memory & Executive Functions
Article   |   October 01, 2013
Scaffolding Early Clinical Learning for Students in Communication Sciences and Disorders
SIG 11 Perspectives on Administration and Supervision, October 2013, Vol. 23, 86-91. doi:10.1044/aas23.3.86
SIG 11 Perspectives on Administration and Supervision, October 2013, Vol. 23, 86-91. doi:10.1044/aas23.3.86

Clinical practicum may appear to be the ideal setting for students to independently acquire clinical knowledge and skills through problem-solving. However, recent application of Cognitive Load Theory (CLT) to the fields of medicine and health sciences indicates that supported or scaffolded learning yields better outcomes for novice clinicians. This article discusses implications of CLT for students and clinical faculty/supervisors.

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