Committee Corner: Education Committee In today’s world of evolving technology, the concept “Knowledge is Power” is probably more accurately stated as “Access is Power.” While there is an abundance of information for any individual to access, it remains necessary for someone to filter information, parsing good information from what is less accurate or ... Committee Corner
Committee Corner  |   April 01, 2003
Committee Corner: Education Committee
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Article Information
Committee Corner
Committee Corner   |   April 01, 2003
Committee Corner: Education Committee
SIG 2 Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, April 2003, Vol. 13, 40-41. doi:10.1044/nnsld13.1.40
SIG 2 Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, April 2003, Vol. 13, 40-41. doi:10.1044/nnsld13.1.40
In today’s world of evolving technology, the concept “Knowledge is Power” is probably more accurately stated as “Access is Power.” While there is an abundance of information for any individual to access, it remains necessary for someone to filter information, parsing good information from what is less accurate or without an empirical foundation. Sharing and filtering information in training programs that is based on evidenced-based practice continues to be the goal of instructors in academia. However, emerging technologies and the information explosion have expanded pedagogical practices in the training of graduate student clinicians. We adopt approaches based on what we hope will facilitate understanding in our students. Yet, the diversity of options begs the question: “Is there a better technique for teaching these concepts?”
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