Students begin graduate school with varying backgrounds and experiences from their undergraduate program, which can result in different degrees of competence as they begin clinical work. This study investigated the effects of a series of seven online modules designed to review foundational clinical skills and enhance students’ clinical success. A cohort of 39 incoming graduate students at a midwestern university participated in the study and completed the modules during program orientation. Mixed methods were used to evaluate the effects and perceptions of the modules, including surveying students and the clinical faculty, comparing students’ clinical evaluations to those of previous students who did not use the modules, and facilitating a focus group with the clinical faculty. The findings indicated that students perceived the modules to be helpful, but there were not significant changes in faculty ratings of students’ clinical performance. Both faculty and students responded positively to the use of online modules, but they were challenged in integrating them into the clinical practicum experience, resulting in minimal use of the modules beyond program orientation. Faculty and students made notable suggestions for improvement. Implications for how graduate programs prepare and support students in their clinical experiences are discussed.
Leatherman, E. M.,
Perceptions and Effects of Online Clinical Preparation Modules for First-Semester Speech-Language Pathology Graduate Students.
Teaching and Learning in Communication Sciences & Disorders, 6(2).