Exam Preview for 37490: Keeping Hearing Aids Out of the Drawer: Emp

Keeping Hearing Aids Out of the Drawer: Emphasizing Effective Patient Education to Improve Your Practice

Please note: exam questions are subject to change.

1. Psychologist George Miller developed the Miller Pyramid to describe how clinical skills must be learned from the ground-up. The order of progressions for this pyramid is: Does - Shows - Knows How - Knows Knows - Shows - Knows How - Does Knows - Knows How - Shows - Does Shows - Does - Knows How - Knows
2. In the Educational Scaffolding Model, scaffolding can be thought of as: The resources used to assist learning at a learners Zone of Proximal Development A step in Miller’s Pyramid known as “Does” A traditional, lecture-style instruction Multi-step tasks or instructions provided at a tutorial style course
3. Using the educational scaffolding model to progress an individual’s learning through Miller’s pyramid is effective because: It employs Collaborative learning, which focuses on a learner’s exploration of a skill, and not on a teacher’s presentation of it It targets a learner’s Zone of Proximal Development in order to facilitate learning at the best possible pace and challenge It is a patient-centered and highly customizable approach to learning All of the above
4. An effective scaffold progression for hearing aid insertion can be: Verbal Explanation -> Demonstration -> Display Ear Insertion Practice with Patient -> CARL Insertion Practice Display Ear Insertion Practice with Patient -> Verbal Explanation -> Unassisted Patient Practice on their Own Ear -> CARL Insertion Practice with Patient CARL insertion practice with patient -> Demonstration -> Verbal Explanation, Unassisted Patient Practice on their Own Ear None of the above
5. In order to use scaffolding effectively with your patients, you must: Employ collaborative learning between you, the clinician, and your patient, the learner Determine your patient’s current comfort level (Zone of Proximal Development) Introduce scaffolds according to their Zone of Proximal Development, and gradually remove these scaffolds once the patient progresses to a higher level of learning All of the above