Bridging the Theory–Practice Gap—Student Perspectives on the Use of Role-play Simulation in a Speech Pathology Theory Course: A Pilot Study

Introduction: Grounded in Miller's pyramid, simulation seeks to provide a “shows how” learning experience, bridging theory to clinical application. This pilot study explores integrating role-play simulation-based learning within a third-year undergraduate speech-language pathology theory course at a South African university to address the theory–practice gap prevalent in traditional curriculum designs. Methodology: This study employed a multimethod approach, primarily using qualitative design and analytic approaches with a purposive sample. It incorporated role-play simulations focused on informal bedside cognitive-communication assessments for traumatic brain injury and motor speech disorders, complemented by an escape room activity simulating real-world case scenarios. Data were collected through pre- and postcourse questionnaires, self-reflections, and reflexive thematic analysis of simulation debriefs. Results: Findings revealed that role-play simulations improved student knowledge, confidence, and integration of theoretical concepts, although some students expressed a need for additional practice and feedback. The structured design, peer and educator feedback during debriefings, and practical application were highlighted as critical factors contributing to learning. Conclusion: These results from this pilot study suggest that role-play simulations can be effectively implemented in theory courses, offering a valuable pedagogical tool to assist in closing the theory–practice gap.