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

Oct 15, 2026

Uploaded by Margaret

Qualitative inquiry explores how faculty assess student learning in clinical simulation-based learning experiences (SBLEs) used to demonstrate clinical competence within graduate Communication Sciences and Disorders: Speech-Language Pathology (CSD) programs. The study addresses faculty experiences assessing learning in SBLE, approaches for SBLE designed to meet clinical competency standards, and COVID-19 impacts on SBLE use and related assessment. Twenty-two interviews across 20 ASHA-certified institutions inform evolving practices and recommendations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Purpose and research questions

Methods and participants

Key findings

Implications for graduate CSD programs

Teaching and Learning in Communication Sciences & Disorders | Volume 10 Issue 1 | Article 2 | | --- | --- | | Assessing Learning in Simulation Learning Experiences in Graduate Programs for Speech-Language Pathology: A Phenomenological Study
Robyn Walker
Minot state University, [robyn.walker@ndus.edu](robyn.walker@ndus.edu)
Casey Ozaki
University of North Dakota, [carolyn.ozaki@email.und.edu](carolyn.ozaki@email.und.edu)[ ](carolyn.ozaki@email.und.edu)DOI: 10. 61403/2689-6443 .1394
Follow this and additional works at: [https://ir.library.illinoisstate.edu/tlcsd](https://ir.library.illinoisstate.edu/tlcsd)
Part of the Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, and the Other Rehabilitation and Therapy Commons | | Recommended Citation Walker, R., & Ozaki, C. (2026) . Assessing Learning in Simulation Learning Experiences in Graduate Programs for Speech-Language Pathology: A Phenomenological Study. Teaching and Learning in Communication Sciences & Disorders, 10(1) . DOI: [https://doi.org/10.61403/2689-6443.1394](https://doi.org/10.61403/2689-6443.1394) This Scholarship of Teaching and Learning Research is brought to you for free and open access by the Journals at ISU ReD: Research and eData. It has been accepted for inclusion in Teaching and Learning in Communication Sciences & Disorders by an authorized editor of ISU ReD: Research and eData. For more information, please contact [ISUReD@ilstu.edu](ISUReD@ilstu.edu). Assessing Learning in Simulation Learning Experiences in Graduate Programs for Speech-Language Pathology: A Phenomenological Study 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. Keywords Simulation based learning experiences(SBLEs), teaching, clinical competence This scholarship of teaching and learning research is available in Teaching and Learning in Communication Sciences & Disorders: [https://ir.library.illinoisstate.edu/tlcsd/vol10/iss1/2](https://ir.library.illinoisstate.edu/tlcsd/vol10/iss1/2) Graduate programs in Communication Sciences and Disorders: Speech-Language Pathology (CSD) are tasked with preparing students to meet entry-level clinical competencies. Like many other allied health professions, speech-language pathology faces many challenges related to professional preparation (American Speech-Language-Hearing Association [ASHA], 2007) . The standards for certification in speech-language pathology address required professional knowledge and demonstration of clinical skill. According to the Bureau of Labor and Statistics, U.S. Department of Labor, speech-language pathologists (SLPs) can expect a 29% increase in employment opportunities between 2020 and 2030 with the number of jobs in 2020 at 158,100 anda projected increase of 45,500 jobs (2021). According ASHA (2007), in addition to the i

FAQs

What is the study’s main purpose?

To explore how faculty assess student learning in clinical simulation-based learning experiences (SBLEs) used to demonstrate clinical competence in graduate CSD programs.

What research questions are addressed?

The study asks how faculty experience assessing learning in SBLE, how they assess learning in SBLE designed for clinical competency standards, and what effects COVID-19 had on SBLE use and assessment.

How was the research conducted and who participated?

The study used qualitative inquiry with 22 interviews conducted across 20 different ASHA-certified institutions in the US.

Oct 15, 2026

Uploaded by Margaret