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(2026) . Collaborative Learning in Clinical Education as a Catalyst to Support Foundational Professional Competencies in Speech-Language Pathology: A Theoretical Framework. Teaching and Learning in Communication Sciences & Disorders, 10(1) . DOI: [https://doi.org/10.61403/2689-6443.1356](https://doi.org/10.61403/2689-6443.1356)  \n[This Scholarly Teaching is brought to you for free and open access by the Journals at ISU ReD: Research and](This Scholarly Teaching 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](eData. It has been accepted for inclusion in Teaching and Learning in Communication Sciences & Disorders by an)[ ](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).  \nCollaborative Learning in Clinical Education as a Catalyst to Support Foundational Professional Competencies in Speech-Language Pathology: A Theoretical Framework  \nAbstract  \nAs 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.  \nKeywords  \nClinical education, collaborative learning model, 2:1 clinical education model, SoTL  \nThis scholarly teaching is available in Teaching and Learning in Communication Sciences & Disorders:  \n[https://ir.library.illinoisstate.edu/tlcsd/vol10/iss1/6](https://ir.library.illinoisstate.edu/tlcsd/vol10/iss1/6)  \nIntroduction  \nThe field of speech-language pathology (SLP) has been changing swiftly, but academia has not kept in stride; in almost 70 years, there has not been substantial change in the pedagogical practices of most academic programs (American Speech-Language-Hearing Association [ASHA], 2020) .  \nInterested parties, academics and clinicians alike, are concerned with the possibility that students in SLP graduate programs may not be able to gain enough competencies to enter the field as qualified entry-level clinicians using current practices (ASHA, 2020) . In 2018, an Ad Hoc Committee on Graduate Education for Speech-Language Pathologists (AHC-GESLP) was established and addressed three important questions relating to SLP graduat","cbCaibDitA8eajFR","https://ap.wps.com/l/cbCaibDitA8eajFR","pdf",386502,21,"English","# Introduction\n## Clinical education as a competency foundation\n## Need for structured theoretical approaches\n# Collaborative learning model (2:1CLM)\n## Goals for entry-level clinician preparation","[{\"question\":\"Why is clinical education essential in U.S. speech-language pathology graduate programs?\",\"answer\":\"Clinical education is required for both academic accreditation and students’ eventual clinical certification. It helps students connect classroom learning to real-world clinical application while building professional competencies.\"},{\"question\":\"What learning approach does the article emphasize?\",\"answer\":\"It emphasizes a 2:1 collaborative learning model supported by learning theories and evidence from the literature. The paper uses a theoretical framework to show how collaboration can support competency acquisition.\"},{\"question\":\"What problem does the article identify with current clinical learning models in SLP?\",\"answer\":\"It notes limited literature on clinical learning models in speech-language pathology and that evidence often comes from other disciplines such as medicine and nursing. The lack of an adequate theoretical underpinning is highlighted as a concern.\"}]","Teaching and Learning in Communication Sciences & Disorders - Volume 10 - Issue 1 - Article 6 | PDF",1792043011,53]