Assessment of student competency in a simulated speech-language pathology clinical placement

Hill, Anne; Davidson, Bronwyn; McAllister, Sue; Wright, J. C.; Theodoros, Deborah

doi:10.3109/17549507.2013.809603

Cited by 24 publications

(16 citation statements)

References 27 publications

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“…Some allied health professions have also made significant contributions to SBLE research, notably speech pathology, physiotherapy, and audiology. These disciplines have used simulation techniques to expose students to specialized areas of practice 20,21 to assess foundational knowledge and clinical skills in a simulated placement environment 22,23 and to enhance clinical placement preparedness. 2 A systematic review of randomized controlled trials with large sample sizes examining SBLEs vs standard curriculum delivery in preparing physiotherapy students for practice provides evidence of the effectiveness of SBLEs in replacing clinical placement hours in this discipline.…”

Section: Introductionmentioning

confidence: 99%

Simulation-Based Learning Experiences in Dietetics Programs: A Systematic Review

O’Shea

Palermo

Rogers

et al. 2020

Journal of Nutrition Education and Behavior

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Objective: Simulation-based learning experiences (SBLEs) are widely used in education for health professionals, but this literature has not yet been synthesized for dietetics. The aim of this study was to describe presupervised practice SBLEs using simulated patients within programs credentialing dietitians. Methods: A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. A total of 8 databases were searched (MEDLINE by EBSCO HOST, CINAHL Plus with Full Text, Web of Science, PsycINFO, Scopus, ERIC ProQuest, Embase, and ProQuest Education) for studies published up to November 2, 2018 with the terms "dietitian," "standardized patient," "student," and their synonyms. Results: Fourteen out of 740 studies were identified. Most focused on development/assessment of communication and counseling skills. Learning outcomes were measured in 12 studies with 8 different tools. Conclusions and Implications: The dietetics profession needs robust and consistent reporting methods to enable the development of a high-quality body of evidence on SBLEs. The quality and quantity of SBLE research need to improve to ensure that simulations are pedagogically sound and are accompanied by measures of quality and impact on learning.

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Section: Introductionmentioning

confidence: 99%

Simulation-Based Learning Experiences in Dietetics Programs: A Systematic Review

O’Shea

Palermo

Rogers

et al. 2020

Journal of Nutrition Education and Behavior

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“…Researchers argue that simulation provides the opportunity to practise skills in a safe and supportive environment, possibly proving as beneficial as placement learning (Hill et al 2014).…”

Section: Educators Aim To Nurture Independent Practitioners Explicitlmentioning

confidence: 99%

Expectations and Understanding of Learning in Practice: Student Speech and Language Therapists’ and Practice Educators’ Perspectives of Learning

2019

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Research in speech and language therapy education has focussed on investigating models of clinical placements, rather than how learning is optimised in practical settings. A distinction has been made in practice-based learning in medical education between 'capability' and 'competency', urging educators to prioritise learning that enables problem solving and application of theory. We know little about student speech and language therapists' (SLTs) and educators' perception and expectations of clinical learning in placement and how this relates to capability. We investigated student SLTs' and educators' beliefs and experiences of successful learning in clinical settings and how they perceived their learner/educator roles using a qualitative study. Data was gathered from 28 students and educators using individual interviews and focus groups. The data was investigated using thematic analysis. Educators see their role as facilitators, developing core skills such as clinical reasoning, understanding professional identity and gaining independence. Some educators see this as a co-learning model, creating opportunities for their own learning. Students' conceptions change during clinical placements, from focussing on their own development to seeking to understand the client's perspective as well as identify needs, and respond with well-reasoned options for intervention. Aiming to equip SLT learners to be capable professionals, able to apply skills of clinical reasoning, is considered a core skill for SLT educators. Developing models for clinical placements informed by understanding how students learn to become capable could enhance the readiness of student SLTs to enter professional practice.

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“…To date, although there have been a growing number of published studies related to simulation‐based learning within SLP (e.g., Hill et al . , , , Miles et al . , Rose et al .…”

Section: Introductionmentioning

confidence: 99%

A framework to support the development of quality simulation‐based learning programmes in speech–language pathology

Hewat

Penman

Davidson

et al. 2020

Intl J Lang & Comm Disor

Self Cite

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Background Simulation‐based learning provides students with a safe learning environment, guaranteed exposure to specific clinical scenarios and patients, time for reflection and repetition of tasks, and an opportunity to receive feedback from multiple sources. Research including studies specific to allied health training programmes have demonstrated that simulation‐based learning also helps increase learners’ confidence and reduces anxiety related to clinical environments, activities and skills. Such evidence, together with increasing challenges in provision of workplace clinical education, has supported an expansion of integrating simulation‐based learning into university curricula. Aims To provide detailed information about the processes and considerations involved in the development of a simulation‐based learning programme for speech–language pathology. Methods & Procedures Through reflection on the development process of a 5‐day simulation‐based learning programme, and in light of existing research in simulation, this paper outlines the important steps and considerations required for the development of a simulation‐based learning programme to support student competency development in adult speech pathology range of practice areas. Main Contribution A proposed framework for the development of future simulation‐based learning programmes in speech–language pathology. Conclusions & Implications The framework can be applied to simulation‐based learning for university programmes and/or workplace training in speech–language pathology and across several other health disciplines.

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Assessment of student competency in a simulated speech-language pathology clinical placement

Cited by 24 publications

References 27 publications

Simulation-Based Learning Experiences in Dietetics Programs: A Systematic Review

Simulation-Based Learning Experiences in Dietetics Programs: A Systematic Review

Expectations and Understanding of Learning in Practice: Student Speech and Language Therapists’ and Practice Educators’ Perspectives of Learning

A framework to support the development of quality simulation‐based learning programmes in speech–language pathology

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