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Assessing Learning in Simulation Learning Experiences in Graduate Programs for Speech-Language Pathology: A Phenomenological Study

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Title: Assessing Learning in Simulation Learning Experiences in Graduate Programs for Speech-Language Pathology: A Phenomenological Study
Language: English
Authors: Robyn Walker, Casey Ozaki
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 - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Speech Language Pathology, Communication Disorders, Teacher Attitudes, Student Evaluation, Core Competencies, COVID-19, Pandemics, Simulation, Teaching Methods, Graduate School Faculty, Evaluation Methods
ISSN: 2689-6443
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507817
Database: ERIC
FullText Text:
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  Data: Assessing Learning in Simulation Learning Experiences in Graduate Programs for Speech-Language Pathology: A Phenomenological Study
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  Data: <searchLink fieldCode="AR" term="%22Robyn+Walker%22">Robyn Walker</searchLink><br /><searchLink fieldCode="AR" term="%22Casey+Ozaki%22">Casey Ozaki</searchLink>
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  Data: Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/
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  Data: <searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Disorders%22">Communication Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Core+Competencies%22">Core Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation%22">Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+School+Faculty%22">Graduate School Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink>
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  Data: 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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Speech Language Pathology
        Type: general
      – SubjectFull: Communication Disorders
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Core Competencies
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      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: Simulation
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Graduate School Faculty
        Type: general
      – SubjectFull: Evaluation Methods
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    Titles:
      – TitleFull: Assessing Learning in Simulation Learning Experiences in Graduate Programs for Speech-Language Pathology: A Phenomenological Study
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              Y: 2026
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