Purpose: The purpose of this survey study was to address research gaps related to artificial intelligence (AI) use in communication sciences and disorders (CSD) undergraduate and graduate education from the perspectives of students in these programs. Method: A 37-question survey was administered to undergraduate and graduate (master's degree) CSD students. The survey collected quantitative data (e.g., Likert scales, multiple-choice) and qualitative data (e.g., open-ended questions). Participants provided information on AI usage habits (e.g., types of AI models used, usage frequency), perceptions of AI (e.g., usefulness, peer usage, instructor usage), and program policies. Results: Analysis of results indicated positive perceptions of AI and its capacity to positively influence the field. Participants demonstrated hesitancy regarding AI involving ethical concerns and potentially breaking CSD program AI policies due to uncertainty on guidelines. The overwhelming majority of responses indicated a strong desire for consistent and concrete guidance regarding AI usage. Conclusions: Students are eager to incorporate AI into educational and clinical contexts; however, formal guidance at the program and course level is necessary to protect educational rigor and student performance. AI literacy initiatives at the program level are recommended to support ethical and informed usage of AI by CSD students.
Allen et al. (Mon,) studied this question.