The Voice Curriculum: Exploring Perceptions and Experiences of Graduate-Level Speech Pathology Education.

Abstract

Objectives: While all speech-language pathologists (SLPs) are licensed to practice as voice specialists, graduate education experiences in voice vary significantly. This qualitative research project explores perceptions of and experiences in graduate voice education of SLPs by various participants in the educational clinical voice setting.

Study design: Qualitative research design.

Methods: Thirteen voice providers were interviewed through semi-structured virtual focus groups about the experience and perception of graduate level education in speech pathology and the practice of voice care by postgraduate speech pathologists. Narrative analysis was used to identify relevant themes across the interviews.

Results: Four broad themes were identified: a) inconsistency in graduate voice courses, b) inconsistency in clinical experiences, c) barriers to voice preparation, and d) areas of success and suggestions for improvement in graduate voice education for SLPs.

Conclusions: The lack of specific standardized requirements, variability in access to clinical experiences and perspectives of graduate voice instructors, and barriers to voice preparation, including competitive clinical fellowship programs, are challenges in the process of voice education for early-career SLPs. These inconsistencies of preparation impact perceptions of preparedness and competence for clinical voice service delivery and are areas for large scale improvement of graduate voice education.