TBI cognitive empathy (Hardin et al., 2025)
Creators: name: Hardin, Kathryn
name: Rossi-Katz, Jessica
name: Busch, Scott
Publisher: name: ASHA journals
Year: 2025
Subjects: classificationCode: 420110
subject: Speech pathology
classificationCode: 390305
subject: Professional education and training

description: <b>Purpose: </b>The aim of this study was to gauge the impacts of cognitive empathy training experiential learning on traumatic brain injury (TBI) knowledge, awareness, confidence, and empathy in a pilot study of speech-language pathology graduate students.<b>Method: </b>A descriptive quasi-experimental convergent parallel mixed methods design intervention pilot study (QUAL + QUANT) was conducted with a diverse convenience sample of 19 first- and second-year speech-language pathology graduate students who engaged in a half-day TBI point-of-view simulation. The simulation was co-constructed through a participatory design with those living with TBI based on Kolb’s experiential learning model and followed the recommendations for point-of-view simulation ethics. After setting goals, participants engaged in four station activities completing cognitive communication activities of daily living, while experiencing manipulations to their sensory systems. Activities included reading while wearing goggles with blurred or double vision, listening with tinnitus and auditory processing disorder, and taking notes during a manipulated college lecture. Participants also interacted with an individual living with TBI and responded to targeted prompts throughout the day. Quantitative outcomes were measured using published TBI knowledge and empathy scales and analyzed with descriptive, parametric and nonparametric statistics, while qualitative data were analyzed through thematic analysis. Data were then triangulated through mixed methods. Mixed methods design quality was ensured by following the Mixed Methods Appraisal Tool (Hong et al., 2018).<b>Results: </b>After experiential learning, significant increases in speech-language pathologist (SLP) TBI knowledge, empathy, and awareness of TBI symptom and symptom impacts were found. Many, but not all, participants also reported changes in clinical confidence.<b>Conclusions: </b>Cognitive empathy training using experiential learning appears to be a viable method to increase SLP knowledge, empathy, and symptom awareness for TBI clinical care. Future research should replicate the study with different types and locations of speech-language pathology graduate programs to consider TBI empathy training as a standard training method to improve both individual and provider outcomes.<b>Supplemental Material S1. </b>Experiential learning written reflection prompts.<b>Supplemental Material S2.</b> Photos of hallway data reflecting the socially constructed simulation experience in real time.<b>Supplemental Material S3.</b> Additional information on qualitative and mixed methodologies.Hardin, K., Rossi-Katz, J., &amp; Busch, S. (2025). Improving cognitive empathy through traumatic brain injury experiential learning: A novel mixed-methods approach for speech-language pathology graduate education. <i>American Journal of Speech-Language Pathology</i>. Advance online publication. https://doi.org/10.1044/2024_AJSLP-24-00126<b>Publisher Note:</b> This article is part of the Special Issue: Select Papers From the Fourth International Cognitive-Communication Disorders Conference.