Enabling curriculum improvements to support foundational skills development

Abstract

Creating learner-centred curriculum (McLean & Gibbs, 2010) through design processes that incorporate students’ experiences and feedback can enable powerful and sustained impacts on student learning (Brooman et al., 2015). Principles of co-design have been used successfully in building technology-enhanced learning experiences (Gros & López 2016), including in the health science disciplines (O’Connor & Andrews, 2016; Treasure-Jones & Joynes, 2018). Students in audiology programs are required to demonstrate competency in both technical micro-skills required to conduct accurate and reliable assessments and the use of reflective practice to evaluate and improve their clinical performance (Audiolo..