Modeling "Professional" Writing: Teaching Effective Written Communication Through Simulation.
Purpose: This study aimed to evaluate the effectiveness of a simulation-based approach in teaching first-year communication sciences and disorders (CSD) graduate students approaches to writing e-mails to supervisors. A focus on establishing a relationship and building trust with a supervisor formed...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 11; no. 1; pp. 158 - 178 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Feb2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=191474936&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191474936 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Feb2026 vid: 11 iid: 1 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 191474936 191474936 191474936 10.1044/2025_PERSP-24-00271 191474936 ppf: 158 ppct: 20 formats: fmt: @attributes: type: P tig: atl: Modeling "Professional" Writing: Teaching Effective Written Communication Through Simulation. aug: au: Mitchell, Mary P. Tinsley, Jordan Stead, Amanda Michael, Paul MacLaughlin, Anna affil: School of Communication Sciences and Disorders, Pacific University, Forest Grove, OR sug: subj: Students, Speech-Language Pathology Simulations Teaching Methods Communication Skills Training Professionalism Supervisors and Supervision Program Evaluation Human Male Female Adolescence Adult Descriptive Statistics Friedman Test Analysis of Variance Wilcoxon Rank Sum Test Learning Methods Feedback Faculty-Student Relations Student Attitudes Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Purpose: This study aimed to evaluate the effectiveness of a simulation-based approach in teaching first-year communication sciences and disorders (CSD) graduate students approaches to writing e-mails to supervisors. A focus on establishing a relationship and building trust with a supervisor formed the basis of what was referred to as "professionalism." Method: This study involved two cohorts of first-year CSD graduate students (N = 70) who participated in a simulation as part of a Clinical Methods course. The simulation presented three e-mail scenarios, each requiring students to incorporate explicit expectations for "professional" communication that included qualities likely to build trust in a supervisor. Student performance was assessed using rubrics that integrated politeness, formality, accuracy, and timeliness criteria. Following the simulation, students' perceptions of the simulation were gathered through two surveys and analyzed for themes. Results: Student performance on the three e-mails yielded over 95% of students meeting the criteria, except for content-related information and timeliness on the first e-mail. Surveys indicated that the simulation effectively enhanced students' understanding and application of "professional" communication standards. Students reported that the simulation was beneficial for learning "professional" communication skills and that they appreciated the specific guidelines and feedback provided. Conclusions: Simulation-based training is valuable for teaching "professional" written communication in CSD programs. It offers a practical and supportive environment for students to develop these essential skills before entering clinical practice. The study also highlights the importance of transparent and inclusive teaching, which ensures fair and equitable education for all students. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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