Communication Sciences and Disorders Commons^™

Problem-Based Learning In Speech-Language Pathology Programs: A Scoping Review, Michelle P. Phoenix, Roohit Grewal, Kayla Brissette, Maya Albin, Minseo Kim

Teaching and Learning in Communication Sciences & Disorders

Purpose: Problem-based learning (PBL) promotes student-centered, active learning and has been applied in many health disciplines, including speech-language pathology (SLP). There is some SLP literature outlining how PBL has been applied and its components, however, how PBL is applied across SLP programs worldwide is yet to be explored. We therefore sought to answer the question, how do SLP programs apply PBL and what are the associated student outcomes?

Methods: Five databases were searched, as well as searching the grey literature for relevant articles. Covidence was used to de-duplicate, collate, and review articles. SLP program, study, PBL application, and student outcome …

Quality, Suitability, Understandability, Actionability, And Readability Of Patient Education Materials: Baseline Findings From Slp Graduate Students, Bonnie K. Slavych, Greg Williams, Lauren Siemers, Lauren E. Jones, Alana Mantie-Kozlowski

Teaching and Learning in Communication Sciences & Disorders

This study evaluated graduate SLP students’ ability to communicate complex health information, highlighting strengths and areas for improvement. A cross-sectional analysis of 28 first-semester graduate students enrolled in a voice disorders course examined the quality of patient education materials they created based on fictional scenarios. Quality and credibility were assessed using the DISCERN instrument, suitability with the Suitability Assessment of Materials, and understandability/actionability with the Patient Education Materials Assessment Tool for Printable materials. Readability was analyzed using five formulas: Flesch-Kincaid Grade Level, Gunning Fog Index, FORCAST, New Dale-Chall, and Simple Measure of Gobbledygook. DISCERN scores ranged from 17 to 31 …

Foundations Of Interprofessional Practice: The Development Of A Keystone Course For An Interprofessional Collaborative Slp, Pt, And Ot Curricular Sequence, Kathleen M. Youse, Jill D. Black, Wendy L. Wachter-Schutz

Teaching and Learning in Communication Sciences & Disorders

The purpose of this paper is to describe one university’s experience in designing a foundational course that introduces the Interprofessional Education Collaborative (IPEC) Core Competencies (IPEC, 2016) and applies those competencies to interprofessional education and interprofessional practice experiences specific to the accreditation needs of three related graduate health science programs in Speech-Language Pathology, Physical Therapy, and Occupational Therapy. Four years of student evaluation data demonstrate that the foundational course effectively meets course objectives from the student perspective and provides valued opportunities to get to know student colleagues, begin to focus on effective collaboration, and gain insights into professions other than …

Case-Based Learning For Dysphagia Continuing Education: Participant Perceptions On Facilitators And Barriers, Kalea Jones, Sarah Szynkiewicz, Grayson Hill, Courtney Broadfoot, Kendrea L. Garand, Memorie M. Gosa

Teaching and Learning in Communication Sciences & Disorders

Case-based learning (CBL) is a valuable approach to healthcare education, fostering deeper learning, clinical reasoning, and decision-making skills, especially in complex medical conditions such as dysphagia. For speech-language pathologists who manage dysphagia, a CBL approach provides interactive hands-on learning opportunities. We examined the benefits and challenges of a CBL approach to dysphagia continuing education using participant feedback. Twenty participants who attended the Alabama Dysphagia Collective Conference in September 2023 in Tuscaloosa, AL completed a Likert-style survey evaluating attitudes and opinions toward a CBL conference design. Participants also provided open-ended feedback on the facilitators, barriers, clinical practice implementation, new skills learned, …

The Effect Of Blended Training On Aac Strategy Use By Pre-Service Educational Professionals, Cheri Dodge Chin, Stephanie M. Schaaf, Jennifer Gaylord, Melissa Pebly

Teaching and Learning in Communication Sciences & Disorders

This study explored the feasibility of a blended training program model on the use of Augmentative and Alternative Communication (AAC) strategies by pre-service education speech pathology students. The training incorporated Read-Ask-Answer (RAA) and naturalistic Show-Wait-Respond (SWR) techniques, aiming to increase participants’ competence in AAC strategy application. Four graduate students participated in a single-case A-B research design. Following five baseline sessions, participants completed a one-hour asynchronous online training based on a modified ImPAACT model (Kent-Walsh & Binger, 2013; Kent-Walsh & McNaughton, 2005). The training focused on RAA and SWR strategies and included video demonstrations, written practice opportunities, and reflection activities. Following …

The Effects Of In-Depth Exposure To The Lived Experience Of Aphasia On Student Learning, Brianne Roos, Gretchen Szabo, Tami Brancamp, Elizabeth Hoover, Chaleece Sandberg, Tom W. Sather

Teaching and Learning in Communication Sciences & Disorders

Although individuals with aphasia are commonly treated by speech-language pathologists, many clinicians entering the field feel under-prepared to work with this population. Undergraduate and graduate students need appropriate training that emphasizes person-centered care mapped onto evidence-based practice, combining high-quality research evidence, clinical expertise, and client preferences. Incorporating lived experience into curricula helps shape students’ knowledge and understanding of aphasia from the perspective of patients and carepartners. Using both quantitative and qualitative methods, this study examined the impact of in-depth exposure to the lived experience of aphasia on students across six US universities. Students read the book Identity Theft: Rediscovering Ourselves …

Interdisciplinary Digital Health And Learning Survey Across Speech-Language Pathology, Technology, And Interior Design: Implications For Training In Rehabilitation And Aging-In-Place Practices, Jennine M. Harvey-Northrop, Isaac Chang, Gabriela Fonseca Pereira, Megan Cuellar

Teaching and Learning in Communication Sciences & Disorders

While the growing demand for technology integration in healthcare education and practice, technology training in speech-language pathology education is limited. Further research is warranted to investigate digital health and literacy training across interprofessional experiences. This study investigated interdisciplinary digital health and learning across speech-language pathology, technology, and interior design, as well as collaborators for virtual reality environments in rehabilitation and aging-in-place practices. Participants included 53 adult students studying speech-language pathology (N=35), technology (N=10), or interior design (N=7). The Interdisciplinary Digital Health and Learning survey was adapted from the Lin et al. (2021) for implementation across speech-language pathology, technology, and interior …

An Interdisciplinary Early Intervention Learning Community For Undergraduate Students, Ciera M. Lorio, Hannah Rudkin, Christina Rauwolf, Luminita Hartle

Teaching and Learning in Communication Sciences & Disorders

There is currently a nationwide shortage of early intervention (EI) providers in the United States, and the number of families in need of EI services is much greater than the available service providers (CEC, 2019; Barton et al., 2012). One way to increase the number of qualified service providers is to offer better and earlier preservice training in EI at the university level. To meet this need, we designed and implemented the Early Intervention Learning Community (EILC), an extracurricular experience that focused on introducing students to EI and interprofessional practice. The primary components of the EILC included self-guided learning modules, …

Using Mind Maps To Make Student Knowledge Visible In An Aac Course, Allison Sauerwein, Natalie Quinlan, Coral Viernow

Teaching and Learning in Communication Sciences & Disorders

Concept maps make students’ knowledge visible. Creating a mind map gives students an opportunity to organize their knowledge and allows instructors to visualize and assess it. When students create mind maps at multiple time points, instructors can compare the maps and use the themes, patterns, and gaps that emerge to reflect on their teaching and take action. The purpose of this study was to use concept maps in an AAC course to uncover students’ knowledge. A total of 61 graduate students created a mind map with AAC as the central concept at the beginning and end of the term in …

Speech-Language Pathology And Occupational Therapy Students’ Perceptions Of An Interprofessional Stroke Workshop: A Mixed Methods Analysis, Casey Keck, Ashley Lankford, Danika Pfeiffer, Alexandra Durfee, Rachel Guilfoyle

Teaching and Learning in Communication Sciences & Disorders

Stroke rehabilitation often necessitates coordinated intervention services; however, few studies have examined stroke-based interprofessional education (IPE) interventions for graduate speech-language pathology (SLP) and occupational therapy (OT) students. The purpose of this mixed methods study was to examine graduate SLP and OT students' interprofessional collaboration competence before, immediately, and several months after participating in an IPE stroke workshop. Participants were 38 SLP and 14 OT students who took part in a 2-hour case study workshop, completed an online survey, and participated in a 1-hour virtual focus group. Four months later, students were asked to complete the survey again to assess the …

Addressing The Theory-Practice Gap Using Case-Based Learning And Imagined Roles In The Graduate Communication Disorders Classroom, Diane L. Laverty, Carol C. Thompson

Teaching and Learning in Communication Sciences & Disorders

The American Speech-Language-Hearing Association (ASHA) Code of Ethics (2023) requires all practitioners to uphold the welfare of others without discrimination. Graduate programs in communication sciences and disorders, therefore, must guide future clinicians to apply theoretical knowledge to clinical practice equitably and inclusively. This grounded theory study investigated how an instructor in a graduate communication sciences and disorders (CSD) class used case-based learning (CBL) to fill the theory-practice gap and guide students to think equitably and inclusively for future complex cases. Audio recordings from 12 hours of instructor-student discourse during one semester were transcribed and analyzed verbatim. Three interrelated, interactional themes …

Academic And Clinical Experiences Of Au.D. Students Who Identify As Members Of Historically Marginalized Racial And Ethnic (Hmre) Groups, Annicka S. Golding, Diana C. Emanuel, Iona Ringgold, Artice Weston

Teaching and Learning in Communication Sciences & Disorders

Few qualitative research papers detail the experiential narratives of communication sciences and disorders (CSD) students from historically marginalized racial and ethnic (HMRE) groups, especially Doctor of Audiology (Au.D.) students. This study examined the educational experiences of Au.D. students from HMRE groups. A mixed methods design including a survey (n = 28) and journal narratives (n = 9) was used. Qualitative analysis of survey questions and journal entries revealed five themes: Wellness Management, Presence of Stressors, Significance of Representation, Discrimination Experiences, and Diversity Initiatives. Participant narratives revealed academic and clinical experiences are often influenced by racial and ethnic identity …

Developing Active Listening In Csd Undergraduates: A Pilot Comparison Of Computer-Based Simulations And Immersive Virtual Reality, David M. Rehfeld, Payton Demeyer, Abby Kugler, Kristin Pelczarski

Teaching and Learning in Communication Sciences & Disorders

Simulated learning experiences (SLEs) are becoming increasingly popular in communication sciences and disorders (CSD) training programs. This pilot study examines the relative effectiveness of delivering a SLE via standard computer or using virtual reality headsets for a more immersive learning experience. Seventy undergraduate CSD students were randomly assigned to complete the same SLE using one of these two modes of delivery to explore the technology’s effect on learning outcomes and self-confidence. Although no statistically significant difference in outcomes was observed, medium effects of intervention were observed on all outcomes, suggesting further is research is needed into the impact different technologies …

Meta-Synthesis Of Outcomes Of Simulated Learning Among Speech-Language Pathology Graduate Students, Haley M. Coleman, Kelly S. Hall, Debra A. Forman, Daniella G. Varela

Teaching and Learning in Communication Sciences & Disorders

Simulated learning is firmly established in health-related disciplines with a growing presence in the field of speech-language pathology. However, research on its efficacy and outcomes in this field is still emerging. A synthesis of simulated learning practices and associated student learning outcomes within the field of speech-language pathology is needed. As such, this study aims to explore perceived student learning experiences, perspectives, and the associated impact of simulated learning in speech-language pathology education. Guided by the research question of student attitudes and subjective outcomes that shape the simulated experience, the study employs criterion-based, purposeful sampling from empirical studies in peer-reviewed …

Csd Students Of Color Navigating The Graduate School Admissions Process: A Gauntlet, Marcella Cardoza Mccollum

Teaching and Learning in Communication Sciences & Disorders

Regardless of entry point, nearly all potential speech-language pathologists (SLPs) in the United States (US) share the experience of navigating the arduous application process for graduate school. For students of color, especially first-generation students, this application process can serve to cause them to question whether they belong in the field. This may be one of the key factors that manifests itself in the lack of diversity within the profession. This study followed nine undergraduate Communication Sciences and Disorders (CSD) students across nine months from application cycle through post-baccalaureate life as they shared their experiences about deciding whether to apply for …

A Survey Of Early-Career Speech-Language Pathologists: Determining Perceived Readiness For Clinical Management Of Adults With Dysphagia After Completing Graduate School, Christine A. Lee, Ashwini Namasivayam-Macdonald, Zuleikha Wadhwaniya, Juliana Mclaren, Rebecca H. Affoo

Teaching and Learning in Communication Sciences & Disorders

Several studies have identified a recurring trend that speech-language pathologists (S-LPs) in countries such as the United States (Caesar & Kitila, 2020), South Africa (Singh et al., 2015), and Malaysia (Kamal et al., 2012) report lower levels of confidence in dysphagia management, whether in comparison to other practice areas or in certain skill areas within the specialty of dysphagia. No data currently exists exploring self-perceptions of Canadian S-LP graduates with regards to clinical management of adults with dysphagia. Therefore, the purpose of this study was to determine the self-reported readiness of recently graduated Canadian S-LPs who manage dysphagia. Our survey …

Underrepresented Student Experiences Applying To Speech-Language Pathology Graduate Programs: Challenges And Capital, Jenna Maree P. Wong

Teaching and Learning in Communication Sciences & Disorders

This longitudinal study investigated the challenges and sources of community cultural wealth that underrepresented communication sciences and disorders (CSD) students leverage in navigating each application stage to master’s level speech-language pathology (SLP) programs. Four surveys were distributed over 11 months via Qualtrics to CSD undergraduate seniors enrolled in 12 universities in California. This study included 88 eligible participants who completed at least one round of the longitudinal survey. Applicants recognized the underrepresentation of their identities in the field which served as both a challenge and motivator for becoming a practicing, culturally competent SLP. Obtaining application-related knowledge was the most significant …

Exploring The Use Of An Interprofessional Education Session For Speech-Language Pathology And Pharmacy Students, Sophia Werden Abrams, Heather Macphee, Linnea Hodge, Justine Hamilton, Ashwini Namasivayam-Macdonald

Teaching and Learning in Communication Sciences & Disorders

Interprofessional education (IPE) occurs when students are provided the opportunity to learn with and from others of related professions to improve the potential for future collaboration. The aim of this study was to explore the perceptions of students about working with professionals from different disciplines before and after their engagement in an interprofessional learning activity and determine any changes in their willingness to work in interprofessional teams.

Doctor of Pharmacy students from the University of Manitoba and Master’s speech-language pathology students from McMaster University participated in an online inter-university and inter-provincial education module. Students were invited to complete the Interprofessional …

Student Family Navigators Promoting Language Development In Infants And Toddlers From Lower-Income Families, Abigail Delehanty, Lori Marra, Michelle Catao, Kelsey O'Connor, Marisa Ricciardi

Teaching and Learning in Communication Sciences & Disorders

The purpose of this pilot study was to develop and evaluate the feasibility of an experiential teaching and learning initiative that trained undergraduate students studying speech-language pathology to serve as family navigators promoting social communication and language development in infants and toddlers from lower-income backgrounds. Three students completed one semester of training that included multiple interactive approaches to instruction. They subsequently implemented a nine-month, online prevention and outreach program to nine mothers of infants and toddlers to promote social communication and language development. Results of formative assessments were examined and affective outcomes were explored. The intervention was implemented as intended, …

Pilot Comparison Of Reading Quiz Formats In A Graduate Speech Sound Disorders Course, Sheri Bayley

Teaching and Learning in Communication Sciences & Disorders

The purpose of this study was to explore student performance, self-ratings of learning and preference, and student comments on a variety of reading quiz formats in a first semester speech-language pathology graduate course. Students from two cohorts (n = 34) completed four types of quizzes: closed-book, open-book, open-note, and collaborative group in addition to a note review study option in self-selected order. Scores and reported preference were significantly lower on closed-book quizzes compared to other formats, but few other significant differences were observed across formats. Ranges of preferences, low variability in scores, and student comments supported the practice of …

How Literacy Coursework May Change The Perspectives Of Preservice Speech-Language Pathologists: A Pilot Study, Robyn E. Becker

Teaching and Learning in Communication Sciences & Disorders

This pilot study investigated how perspectives of preservice speech-language pathologists (SLPs) may change after completion of a graduate course in literacy in a Communication Sciences and Disorders (CSD) program. Further, the study sought to reflect upon course design and instructional delivery practices related to the class. Data was collected via online survey completed by 21 volunteer CSD graduate students. The results suggested that students' perspectives may evolve over the course of a semester-long CSD literacy class in some areas related to the components of reading, misconceptions about literacy, and the social justice implications of access to quality reading programs. Using …

Reimagining Clinical Education Practices For Autism Through The Multi-Client Multilevel Mentorship Model, George W. Wolford, Schea Fissel Brannick

Teaching and Learning in Communication Sciences & Disorders

Speech-language pathology students require comprehensive graduate education to address the needs of their future autistic clients. Despite this need, survey research suggests that students receive limited didactic and clinical graduate training that sufficiently prepares them to work with autistic clients. Contemporary research into clinical education for autism includes several features, such as more support and group-based services, that do not align with traditional clinical education in the field (Anderson, 1988; Dudding et al., 2017). The purpose of this study is to describe feasibility (by acceptability and implementation) of a new clinical education protocol, the Multi-client Multilevel Mentorship (M³) …

“Beautiful Chaos”: Clinicians’ Learning Experience In Collaborative Theater Programming, Hannah Huff, Karen Whisenhunt Saar

Teaching and Learning in Communication Sciences & Disorders

This study provides insights into speech-language pathology graduate student learning experiences during a community-based clinical rotation that targets skill development within an interdisciplinary theater program. Theater-based programming has shown some utility toward promoting pragmatic language skill development for children and teens outside of traditional clinical practice. In addition, the interdisciplinary nature of the program provides opportunities for student clinicians to engage in interprofessional collaboration with arts professionals.

The purpose of this study was to explore SLP graduate students’ experiences within a collaborative inclusion theater program. Semi-structured interviews collected from three graduate student clinicians were transcribed and analyzed according to Interpretive …

Preservice Augmentative And Alternative Communication Coursework Across 311 Speech-Language Pathology Graduate Programs, Brandon S. Eddy, Emily Sorensen, Mariel Pinto

Teaching and Learning in Communication Sciences & Disorders

Speech-language pathologists often report a lack of preparedness to provide augmentative and alternative communication (AAC) services, suggesting the need for improved graduate level training. Recent studies of AAC coursework offerings found 86% to 88% of programs offered AAC coursework, but these studies relied on survey methods with limited numbers of responses. This study examined AAC course offerings at 311 graduate programs using website and course catalog reviews, supplemented by direct contact with departments when dedicated AAC courses could not be found using online resources. Of these, 282 (90.68%) offered a dedicated AAC course, and 16 (5.14%) offered AAC in combination …

Developing Problems With Strengths In Mind: Problem-Based Learning In Introductory Csd Courses, Laura E. Arrington, Stefanie Becerril, Leilani Iem, Charlotte Clark

Teaching and Learning in Communication Sciences & Disorders

Instructors in Communication Sciences and Disorders (CSD) have used problem-based learning (PBL) for a variety of purposes across academic levels. Problem-based learning offers a framework for considering and including student strengths. In this paper, the authors describe the development of a PBL with specific utility to an introductory CSD course, explain how student strengths were considered in the problem development, and provide evidence of student strengths in outcomes of the PBL. This investigation followed 70 undergraduate students registered in introductory CSD courses across two universities as they engaged in a semester long PBL. A thematic analysis of 217 student solutions …

How To Get Started With Sotl: Reflections From A Novice Sotl Researcher, Janine L. Schmedding-Bartley

Teaching and Learning in Communication Sciences & Disorders

The purpose of this paper is to provide a reflection on successfully engaging in the scholarship of teaching and learning (SoTL) after overcoming common barriers to engagement in SoTL. The author identifies barriers commonly experienced by scholars interested in engaging in SoTL. The author identified a variety of frameworks in the literature that were reported to be helpful in assisting novice SoTL scholars in overcoming barriers related to research question formation. An example is shared to demonstrate how the complementary frameworks can be used to develop answerable research questions.

Finding My Path: Transitioning From Clinician To Professor, Jordan Tinsley

Teaching and Learning in Communication Sciences & Disorders

This manuscript is a reflection on the author’s transition from practicing as a clinical speech-language pathologist (SLP) to entering the academic arena as a clinical assistant professor. The author considers various steps that may be supportive of the transition from clinical practice to academia for SLPs without a research degree (i.e., Ph.D.). Lessons learned throughout the job transition process are shared to illuminate the path for SLPs who are curious entering a university setting. Additionally, the author’s experience in the TLCSD SoTL Fellows Program is discussed.

Qualitative Inquiry: The Case For The Importance Of Considering Student Perspectives In Sotl Research, Aleah S. Brock

Teaching and Learning in Communication Sciences & Disorders

Quantitative methods are often viewed as superior to qualitative methods for clinical research in communication sciences and disorders; however, quantitative methods are unable to answer questions of why or how. Qualitative methodology can be used to address research questions that seek to understand human perspectives. In Scholarship of Teaching and Learning (SoTL) research, qualitative research can be used to understand student experiences and perspectives. The merit of the application of qualitative methodology in SoTL research is explored here.

Speech-Language Pathology Graduate Students’ Experiences With The Use Of Case-Based Learning To Develop Skills For Evidence-Based Practice, Aleah S. Brock

Teaching and Learning in Communication Sciences & Disorders

The American Speech-Language Hearing Association (ASHA) states that practitioners should use the principles of evidence-based practice (EBP) for clinical decision making. However, speech-language pathologists (SLPs) often report a lack of understanding, time, and resources to implement EBP. Clinicians who were exposed to EBP training during their graduate program or clinical fellowship are more likely to use EBP in their clinical practice; therefore, graduate programs in SLP must provide explicit EBP training to upcoming clinicians. At present, no consensus exists on the best way to train students in the principles of EBP. The present study sought to investigate student experiences and …

Establishing A Scholarship Of Teaching And Learning Fellows Program, Jennifer Friberg, Mark Deruiter

Teaching and Learning in Communication Sciences & Disorders

Teaching and Learning in Communication Sciences and Disorders established a scholarship of teaching and learning (SoTL) Fellows program in 2022. The SoTL Fellows program engaged with five different mentored projects over the course of one year. Fellows were invited to submit manuscripts regarding their reflections on SoTL, as well as their original research, for this issue of TLCSD.