The Relationship Between Interdisciplinary Education Perceptions and Communication Skills in Speech and Language Therapy Students

Background: This study aimed to examine the relationship between speech and language therapy (SLT) students’ perceptions of interdisciplinary education and their communication skills, as well as to determine whether these variables vary by year of study. Methods: This cross-sectional study involved 211 third- and fourth-year SLT students from several universities in Türkiye. Data were collected using the Interdisciplinary Education Perception Scale and the Communication Skills Scale. Results: Spearman correlation analysis revealed a moderate, positive, and statistically significant relationship between interdisciplinary education perceptions and communication skills (rs = 0.404, P < .001). No significant differences were observed in interdisciplinary education perception scores across different years of study; however, fourth-year students demonstrated significantly higher communication skills than third-year students (P < .05). Conclusion: The findings indicate that communication abilities may be associated with higher clinical experience, especially in the advanced phases of undergraduate education when students engage more intensively in clinical practice. The similarity in interdisciplinary education perception scores may be associated with early and consistent exposure to interdisciplinary topics within the course of study. In conclusion, the study highlights the importance of integrating communication skills training into clinical education processes rather than limiting it to theoretical courses. Cite this article as: Atalik G, Mutlu AI. The relationship between interdisciplinary education perceptions and communication skills in speech and language therapy students. Balkan ORL-HNS 2026, 3 0146. doi: 10.5152/bohns.2026.26146.