Qualitative analysis reveals online group speech rehabilitation improves clinical self-efficacy, highlighting peer interactions for graduate students.
Purpose: Research on students' self-efficacy in speech-language pathology programs is still scarce, even more when this construct is examined within the context of online group speech rehabilitation, a modality that may be perceived as initially daunting to graduate student clinicians. The purpose of the current study was to examine graduate students' clinical self-efficacy before and after participating in online group speech rehabilitation for individuals with Parkinson's disease (PD). Method: Reflection papers from 14 graduate students in a speech-language pathology program were analyzed qualitatively using thematic analysis. Results: Two themes pre–clinical training and two themes post–clinical training were constructed from the data set. During their initial experience with online group speech rehabilitation, themes examined how students navigated different emotions and responsibilities and how they engaged in metacognitive strategies to meet their clinical demands. Post-training, themes highlighted students' clinical growth and underscored the importance of group work to build community through peer relationships, supervisors' support, and interactions with individuals with PD. Conclusion: Online group formats in speech rehabilitation contribute to growth in students' clinical self-efficacy and foster community not only among students but also between a larger network of students, individuals with PD, and supervisors.
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Moya‐Galé et al. (2025) studied this question.
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