Evaluating the Impact of Bidirectional Learning on SLP Graduate Students’ Confidence,Critical Thinking,and Clinical Competence

Abstract

This pilot study examined the effectiveness of a bidirectional learning framework in bridging the gap between theoretical knowledge and clinical practice in speech-language pathology (SLP) education. The focus was on how students applied classroom learning to clinical settings and vice versa, and how this approach affected their clinical competence, critical thinking, and cultural awareness. A mixed-methods approach was used, with surveys, reflection journals, and grade performance from two SLP graduate cohorts (California and Texas) assessing students’ confidence and competence. Results indicated both cohorts performed significantly well with improvements in students’ ability to apply theory to clinical decision-making. Reflection journals further promoted critical thinking and self-reflection, with most students noting improved skills. The study suggests that bidirectional learning enhances clinical competence and professional development, fostering critical thinking, cultural competence, and lifelong learning, which are vital for effective SLP practice.