Perceptions of Classroom Learning and Clinical Preparedness Among Speech-Language Pathology Graduate Students

Abstract

This study explored speech-language pathology graduate students' descriptions of learning experiences and self-perceptions of clinical confidence and preparedness. Moreover, this study serves as a first step in exploring how student-informed course and curriculum design can strengthen clinical competence and align with evolving professional standards. Semistructured one-on-one interviews were conducted according to an institutional review board–approved protocol. Interviews were recorded, deidentified, and transcribed and then analyzed via multiple levels of thematic analysis. Findings indicated that students perceived instruction as most effective when it was student centered, interactive, multimodal, and supported by positive student–teacher relationships. Reported clinical confidence increased as students progressed through coursework and practicum experiences. Students suggested early and expanded opportunities to practice clinical skills and consideration of workload balance and course sequencing within the program. Course design and instructional methods play a significant role in shaping student learning outcomes and clinical preparedness, are supported by intentionally centered student perspectives, and involve learners as collaborators in course design. This approach promotes shared responsibility, respect, and confidence. Including student voices in course and curriculum design aligns with evidence-based practice and affords instructors and coordinators speech-language pathology programs that enhance student learning outcomes as well as clinical confidence and competence.