Abstract
Competency-based education is a major trend for health professions education and one of the topics the Ad Hoc Committee to Plan Next Steps to Redesign Entry-Level Education for Speech-Language Pathologists (SLPs) recently explored. Competency-based education is an outcomes-based educational model where the focus is on development and mastery of specific knowledge and skills through instruction, assessment, and feedback. Competency-based education encompasses multiple educational theories including the self-determination theory, self-directed learning, self-assessment, and self-efficacy. Understanding the perspectives of key constituents, such as employers, on the setting-specific and across-setting knowledge, skills, and attributes required for the clinical fellowship (CF) experience could guide SLP education. This qualitative content analysis of 126 job postings in Missouri identified non-setting specific and setting-specific (school or medical) knowledge, skills, attributes, attitudes, and abilities (KSAs) prospective employers advertised for in positions that newly graduated SLPs were eligible for. The KSAs identified in this study could be used in future research, inform a potential shift to competency-based education, assist in designing graduate program curricula and courses, and inform future job descriptions.
Recommended Citation
Batzer, M.
(2026).
A Qualitative Job Posting Analysis from Missouri to Guide Competency-Based Curriculum in SLP Education.
Teaching and Learning in Communication Sciences & Disorders, 10(1).
DOI: https://doi.org/10.61403/2689-6443.1427
