First published 9/29/2026, 2:35:15 PM · Last updated 9/29/2026, 2:35:15 PM

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

A 2026 journal article from Milner Library at Illinois State University reports a phenomenological study evaluating simulation-based learning in graduate speech‑language pathology programs. The supplied excerpt identifies the publisher and content type but provides no study details beyond the title and publication metadata.

Categories: public-health, positive-progress

Generated scores

Scores are based on the cited reporting and use a 1–10 scale. Read the methodology.

Confidence: 5/10How certain the assessment is based on the clarity and evidence in the cited reporting.
Geographic reach: 1/10How widely the event reaches, from a local area (1) to worldwide impact (10).
Global importance: 2/10The event's broader significance, from limited importance (1) to major global importance (10).
Impact magnitude: 2/10The scale or severity of the real-world impact, from minor (1) to extreme (10).
Positivity: 7/10How harmful or beneficial the event is, from strongly harmful (1) to strongly positive (10).
Urgency: 1/10How time-sensitive the event is, from low urgency (1) to immediate attention needed (10).

Why it matters

The article addresses assessment of simulation-based learning in graduate speech‑language pathology education, which is relevant to educators and programs.

Sources

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

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