Abstract
The purpose of this study was to use qualitative inquiry to explore how faculty assess student learning in clinical simulation-based learning experiences (SBLEs) used to demonstrate clinical competence in graduate programs in Communication Sciences and Disorders: Speech-Language Pathology (CSD). The following research questions were addressed: How do faculty experience the assessment of learning in SBLE? In what ways do faculty assess student learning in SBLE specifically designed to meet clinical competency standards? What, if any, effect has the COVID-19 pandemic had on the use of SBLE and assessment of student learning used to address clinical competency standards? A total of 22 interviews were conducted in 20 different ASHA certified institutions in the US. Key findings included; assessment of graduate student learning in SBLEs in graduate CSD programs is evolving faculty would like more guidance in the form of professional development and structure to maximize student learning; and COVID-19 had significant impacts on the amount and type of simulation experiences offered in graduate CSD programs. Implications and recommendations for graduate CSD programs are discussed.
Recommended Citation
Walker, R.,
&
Ozaki, C.
(2026).
Assessing Learning in Simulation Learning Experiences in Graduate Programs for Speech-Language Pathology: A Phenomenological Study.
Teaching and Learning in Communication Sciences & Disorders, 10(1).
DOI: https://doi.org/10.61403/2689-6443.1394
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Rehabilitation and Therapy Commons
