In this study we compared effects of practice time reading aloud to an adult on improvement in reading rate and comprehension. Eighty-one poor readers in 2nd and 4th grade, including 38 English Learner students (ELs), served as their own controls by participating in two practice conditions, each 3 times per week for 7 weeks: (a) 10 min reading aloud one-to-one to an adult listener and (b) 20 min reading aloud one-to-one. Repeated measures analysis of variance showed that 20 min of practice was better than 10 min for 4th graders, but not for 2nd graders, and gains in rate accelerated across the 14 weeks of practice. We found no differences in rate gains across conditions between ELs and native English speakers. After controlling for pretests, reading rate at posttest, along with vocabulary, contributed significant variance to reading comprehension outcomes.

Purpose. Interaction and observation are critical skills for occupational therapists who work with pediatric clients. The objective of this study was to investigate whether using standardized child patients within a situated simulation-based (SSB) program increases students’ knowledge and clinical skills when working with children in occupational therapy. Materials and Methods. This controlled trial with multiple measures recruited students from the pediatric occupational therapy curriculum enrolled in an SSB program in consecutive academic years ( n = 62 ). Experimental group students participated in a simulation experience with video training sessions, followed by an SSB exam with standardized child patients; the control group performed the video training simultaneously. Quantitative outcomes included quizzes to measure clinical knowledge, video training scores, and a situated simulation exam to assess clinical skills. Results. The experimental group had a significantly higher postwritten quiz scores than the control group; the video training scores were not significantly different between groups. Linear regression analysis showed a significant association between the SSB exam and postwritten quiz scores ( β = 0.487 , p = 0.017 ). The experimental group had a total pass rate of 65.6% for the SSB exam. The communication and interaction pass rate was 53.1%; the basic evaluation rate was 68.8%, implying that communication/interaction skills are hard to simulate from video training alone; therefore, the authentic fidelity of the SSB program needs to improve further to enhance learning. Conclusions. The SSB program with standardized child patients improved students’ clinical knowledge and skills more than lectures and practice alone. Using standardized child patients in programs or exams appears to positively influence students’ performance. Situated simulation-based learning that allows the realistic practice of observation and communication skills may enhance students’ clinical competency. Future research should develop standard training methods and evaluation processes in high-fidelity simulations for generalized use in other occupational therapy programs.

Background Occupational therapy education programs need to produce students who can confidently and safely deliver services for children. The study incorporated a simulation of a real situation into a clinical skill observation of a pediatric occupational therapy curriculum. The purpose of the study was to determine whether situated simulation-based program could increase students’ perceived knowledge and clinical skills to better prepare them for pediatric practice. Methods The authors introduced a situated simulation-based program with video-based simulation training and a situated simulation-based exam during a pediatric occupational therapy course for thirty-two students in their fourth year of study in occupational therapy. The simulation program was two video-based simulation training sessions, tasked students with observing, evaluating and managing the children play. The debriefings were provided to connect student’s observation and basic evaluation skills. A post- simulation performance evaluation, the situated simulation-based exam, was created by faculty. The exam was prepared in a situated simulation therapeutic room was held to assess students’ skills in communication and interaction and basic evaluation skills. The scores of the video-based simulation training and the situated simulation-based exam were collected and examined. Results The video-based simulation scores explained 33.3% of the variance of performance in the situated simulation-based exam. The overall passing rates were as follows: situated simulation-based exam, 65.6%; communication and interaction station, 53.1%; basic evaluation station, 68.8%. Conclusions The video-based simulation training enhanced students’ communication and interaction skills. More relationship building skills were facilitated within the situated simulation-based exam with a real environment. The strategies that assist successful implementation of a situated simulation program to facilitate learning include course plans, clear scenario training goals, evaluation quality, and situated simulation contexts. This study provides preliminary support for simulation-based programs as training for improving the clinical skills of interaction and observation before students’ internships.

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