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Collaborative Learning in Clinical Education as a Catalyst to Support Foundational Professional Competencies in Speech-Language Pathology: A Theoretical Framework

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Title: Collaborative Learning in Clinical Education as a Catalyst to Support Foundational Professional Competencies in Speech-Language Pathology: A Theoretical Framework
Language: English
Authors: Lori-Ann Ferraro
Source: Teaching and Learning in Communication Sciences & Disorders. 2026 10(1).
Availability: Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Speech Language Pathology, Graduate Study, Cooperative Learning, Experiential Learning, Allied Health Occupations Education, Clinical Experience, Self Efficacy, Social Cognition, Psychological Patterns, Stress Management, Competence, Job Skills, Thinking Skills, Peer Relationship, Program Effectiveness
ISSN: 2689-6443
Abstract: As a part of every speech-language pathology graduate program in the US, clinical education is an integral and required element for both academic accreditation and the eventual clinical certification for students. Clinical education is significantly important when considering overall educational models because it is an aspect of a student's education that contributes to their ability to make connections between what is learned in the classroom and its real-world clinical application while contributing to the acquisition of competencies. The 2:1 collaborative learning model is supported by sound learning theories and evidence from the literature. A theoretical framework was created to demonstrate how a collaborative learning model can serve as a catalyst that supports the acquisition of foundational professional and knowledge and skill competencies in speech-language pathology graduate students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507816
Database: ERIC
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  Data: <searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Occupations+Education%22">Allied Health Occupations Education</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Experience%22">Clinical Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Cognition%22">Social Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
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  Data: As a part of every speech-language pathology graduate program in the US, clinical education is an integral and required element for both academic accreditation and the eventual clinical certification for students. Clinical education is significantly important when considering overall educational models because it is an aspect of a student's education that contributes to their ability to make connections between what is learned in the classroom and its real-world clinical application while contributing to the acquisition of competencies. The 2:1 collaborative learning model is supported by sound learning theories and evidence from the literature. A theoretical framework was created to demonstrate how a collaborative learning model can serve as a catalyst that supports the acquisition of foundational professional and knowledge and skill competencies in speech-language pathology graduate students.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Speech Language Pathology
        Type: general
      – SubjectFull: Graduate Study
        Type: general
      – SubjectFull: Cooperative Learning
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Allied Health Occupations Education
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      – SubjectFull: Clinical Experience
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Social Cognition
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Stress Management
        Type: general
      – SubjectFull: Competence
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      – SubjectFull: Job Skills
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Program Effectiveness
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      – TitleFull: Collaborative Learning in Clinical Education as a Catalyst to Support Foundational Professional Competencies in Speech-Language Pathology: A Theoretical Framework
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