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Abstract

This study examined the implementation of an objective structured clinical examination (OSCE) as a competency-based assessment in a graduate speech-language pathology program. Although OSCEs are widely used in health professions education, they remain less common in speech-language pathology. OSCEs provide opportunities to assess clinical skills beyond traditional knowledge-based measures through simulated patient encounters across multiple stations. The purpose of this mixed-methods study was to explore student and faculty perceptions of OSCE participation, identify factors contributing to effective competency assessment, and gather feedback for future use. Fifteen first-year graduate students and four faculty members completed surveys, station rating scales, and interviews. Findings support OSCEs as a valuable approach to assessing both technical and non-technical skills. Thematic analysis revealed four key themes: effective framework, authenticity, innovative assessment, and design enhancement. Students reported that OSCEs encouraged reflection and highlighted areas for growth, while faculty described them as an authentic measure of clinical competencies. Both groups emphasized the value of the simulation lab, realistic cases, and standardized patients in enhancing authenticity. Overall, this study contributes to health professions education by offering a practical framework for assessing workplace readiness, identifying competency gaps, and supporting the use of OSCEs in speech-language pathology education.

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