Applying Interprofessional Practice and Education with SLP Graduate Students: An Exploratory Study

Purpose: The present study examines the impact of an interdisciplinary case-based learning experience between pre-service speech-language pathology (SLP) and pre-service teachers from the teaching English to speakers of other language (TESOL) program. Method: Over the course of a semester, 34 SLP students built rapport, provided education, collaborated and designed an evaluation plan about a fictional client using the knowledge gained from their TESOL counterpart. This mixed-methods study utilized paired t-tests to measure the efficacy of the learning experience and one-way ANOVA as well as content analysis to identify key differences in the qualitative data across four student groups based on cluster analysis. Results: Significant growth in knowledge related to interprofessional practice and education as well as TESOL knowledge was observed. Additionally, cluster analysis revealed four different grouping variables that influenced how students engaged and reacted to the learning experience. Conclusion: The findings suggest that an interdisciplinary case-based learning experience at the graduate level can enhance student knowledge related to IPP/E and disciplinary knowledge (TESOL). Additionally, the results highlight the importance of integrating interprofessional education at the pre-professional level to foster collaboration between SLPs and TESOL professionals, ultimately improving service delivery for multilingual learners and better preparing students for collaborative practice in diverse educational settings.