The Teacher-Practitioner Model at Rush-Presbyterian-St. Luke’s Medical Center The gap that can exist between classroom teaching and clinical service delivery is of ongoing concern to audiologists. The teacher-practitioner model, implemented by faculty who take on dual roles as academicians and clinicians, offers an innovative approach toward bridging that gap. Rush University, which is part of Rush-Presbyterian-St. Luke’s ... Clinical Focus: Site Visit
Clinical Focus: Site Visit  |   November 01, 1995
The Teacher-Practitioner Model at Rush-Presbyterian-St. Luke’s Medical Center
 
Author Affiliations & Notes
  • Dianne H. Meyer
    Rush University, Rush-Presbyterian-St. Luke’s Medical Center, 1653 W. Congress Parkwayȓ203 Senn, Chicago, IL 60612-3833
  • Patricia A. McCarthy
    Rush University, Rush-Presbyterian-St. Luke’s Medical Center, 1653 W. Congress Parkwayȓ203 Senn, Chicago, IL 60612-3833
  • David A. Klodd
    Rush University, Rush-Presbyterian-St. Luke’s Medical Center, 1653 W. Congress Parkwayȓ203 Senn, Chicago, IL 60612-3833
  • Cheryl L. Gaseor
    Rush University, Rush-Presbyterian-St. Luke’s Medical Center, 1653 W. Congress Parkwayȓ203 Senn, Chicago, IL 60612-3833
Article Information
Professional Issues & Training / Clinical Focus / Site Visit
Clinical Focus: Site Visit   |   November 01, 1995
The Teacher-Practitioner Model at Rush-Presbyterian-St. Luke’s Medical Center
American Journal of Audiology, November 1995, Vol. 4, 32-35. doi:10.1044/1059-0889.0403.32
History: Received February 3, 1994 , Accepted December 8, 1994
 
American Journal of Audiology, November 1995, Vol. 4, 32-35. doi:10.1044/1059-0889.0403.32
History: Received February 3, 1994; Accepted December 8, 1994
The gap that can exist between classroom teaching and clinical service delivery is of ongoing concern to audiologists. The teacher-practitioner model, implemented by faculty who take on dual roles as academicians and clinicians, offers an innovative approach toward bridging that gap. Rush University, which is part of Rush-Presbyterian-St. Luke’s Medical Center, embraces the teacher-practitioner model as the underlying philosophy for its educational programs, including the master’s degree programs in audiology and speech-language pathology. In the 15 years since the programs were established, audiology and speech-language pathology students have learned in an environment where the link between academics and patient care is emphasized and modeled. In this report, we present how the teacher-practitioner concept has been developed at Rush and discuss the model’s advantages and challenges.
First Page Preview
First page PDF preview
First page PDF preview ×
View Large
Order a Subscription
Pay Per View
Entire American Journal of Audiology content & archive
24-hour access
This Article
24-hour access