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 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.