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- W2291403086 abstract "For over a decade audiology conferences and conventions have been buzzing with the Doctor of Audiology (AuD) topic. The air had been filled with excited anticipation and frenzy about how one w o u l d obtain the AuD. The last decade was filled with progress, setbacks, c o n t r ove r s y, questions and collaboration. We heard about g r a n d fathering, experience credits, entitlements, portfolios and fairness. The profession was practically mired down by the weight of the details of how to move to a clinical doctorate. By the time the University of Florida’s inaugural class was in its last semester in the spring of 2000, there were 346 students enrolled in UF’s distance learning AuD program. The time for hashing ov e r the options had passed and the transition to a doctoring profession had begun. After three years of educating large groups (over 250 students each of the last seven semesters), we wonder if the transition to the AuD degree is itself changing the profession. Never before have audiologists assembled together to learn in such a singular, o rganized, and long-term manner. To d a y, three years into this experiment, we reflect on what the transition to a doctoring profession has taught us about our professional community. TH E OU TC O M E WE DI D NOT AN T I C I PAT E We surveyed our first and second groups of AuD graduates one year after they graduated. We discovered an added bonus to the expected outcomes of increased confidence and respect and i m p r oved clinical practices. We learned that one of the most important impacts of earning the degree was their connection to other audiologists. T h ey told us that the process of earning the degree, the peer relationships, the shared learning, and the networking gave them something that continues to be valued after graduation. Our program currently has 19 regional sites around the country where our students meet every other month during the de g r e e program. Our students also meet weekly with their regional groups in virtual space. In addition, the learning experience takes place via video-taped instruction and readings mailed to the students’h o m e s . The UF AuD faculty designed the distance learning format to include fa c e - t o - f ace interactions as an essential element in the exchange of k n owledge. In fact, each Regional Site has become a “community of practice” for our working professional students to share knowledge in an environment where learning is the common goal." @default.
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- W2291403086 date "2002-01-01" @default.
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- W2291403086 title "Communities of Practice The Leading Edge in Professional Skills Development" @default.
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