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|\n| --- | --- |\n| Assessing Learning in Simulation Learning Experiences in Graduate Programs for Speech-Language Pathology: A Phenomenological Study\u003Cbr>Robyn Walker\u003Cbr>Minot state University, [robyn.walker@ndus.edu](robyn.walker@ndus.edu)\u003Cbr>Casey Ozaki\u003Cbr>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\u003Cbr>Follow this and additional works at: [https://ir.library.illinoisstate.edu/tlcsd](https://ir.library.illinoisstate.edu/tlcsd)\u003Cbr> Part of the Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, and the Other Rehabilitation and Therapy Commons |  |\n\nRecommended Citation  \nWalker, 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)  \nThis 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).  \nAssessing Learning in Simulation Learning Experiences in Graduate Programs for Speech-Language Pathology: A Phenomenological Study  \nAbstract  \nThe 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.  \nKeywords  \nSimulation based learning experiences(SBLEs), teaching, clinical competence  \nThis 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)  \nGraduate 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.  \nDepartment 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","cbCailZZRAiSXuHx","https://ap.wps.com/l/cbCailZZRAiSXuHx","pdf",280563,21,"English","# Abstract\n## Purpose and research questions\n## Methods and participants\n## Key findings\n## Implications for graduate CSD programs","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To explore how faculty assess student learning in clinical simulation-based learning experiences (SBLEs) used to demonstrate clinical competence in graduate CSD programs.\"},{\"question\":\"What research questions are addressed?\",\"answer\":\"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.\"},{\"question\":\"How was the research conducted and who participated?\",\"answer\":\"The study used qualitative inquiry with 22 interviews conducted across 20 different ASHA-certified institutions in the US.\"}]","Assessing Learning in Simulation Learning Experiences in Graduate Programs for Speech-Language Pathology: A Phenomenological Study | PDF",1792043017,53]