Competency-based education (CBE) has gained traction in medicine and nursing as an alternative to time-based educational models but remains underexamined in speech-language pathology (SLP) graduate preparation. This dissertation examined SLP faculty knowledge, attitudes, and perceived readiness to adopt CBD, with the aim of informing the profession’s response to recent calls by the American Speech-Language-Hearing Association (ASHA) to consider alternative entry-level education models.
