Abstract
ASHA requires that SLP graduate programs facilitate opportunities for interprofessional collaborative practice (IPCP). Research suggests that IPCP initiatives should be integrated throughout the curriculum, rather than isolated interprofessional education (IPE) experiences. 15 first-year SLP graduate students participated in a year-long IPE curriculum focused on the IPEC Core Competencies. Quantitative and qualitative data revealed improved perception of IPCP and appreciation of opportunities to interact with other disciplines. Students noted that SLP graduate programs should integrate IPCP opportunities because they set them up for success with collaboration and help remove the SLP “silo.” Finally, students reported that they plan to use the knowledge and skills gained from the IPE curriculum by prioritizing clear communication, providing collaborative services, developing relationships with other professionals, and demonstrating respect for other professionals. An intentional IPE curriculum not only has the potential to impact the SLP graduate students learning but has the potential to facilitate a more holistic and meaningful plan of care for the clients they work with.
Recommended Citation
Busch, C.
(2026).
Targeted Interprofessional Education (IPE) Curriculum for First-Year Speech-Language Pathology (SLP) Graduate Students.
Teaching and Learning in Communication Sciences & Disorders, 10(1).
DOI: https://doi.org/10.61403/2689-6443.1466
