Simulation-based Learning Experiences in Stuttering Management Delivered Online: What Do Students, Clinical Educators and Simulated Patients Think?

Abstract

Speech pathology students are required to demonstrate competency across a range of practice areas. There are, however, limited opportunities for students to access clinical placements in the area of stuttering. Simulation-based learning (SBL) activities have proven to be effective in increasing students’ clinical experience in this area. Due to the COVID-19 pandemic, the delivery of in-person SBL programs was not feasible, resulting in a shift to online provision. The aim of this study was to investigate the perceptions of students, clinical educators and simulated patients who participated in an online adult stuttering SBL experience. Ten first-year graduate entry Masters program speech pathology students participated in the study alongside four clinical educators and four simulated patients. The experience involved two online SBL sessions and one online tutorial via videoconferencing from separate locations. Each participant group engaged in focus group interviews exploring their perceptions of the online SBL activity. Thematic network analysis of the focus group interview data was conducted. Overall interpretation of the data from the perspectives of students, clinical educators and simulated patients revealed an overarching global theme that online SBL offers a positive, comfortable and comparable experience to enable students to build client-centred, clinical and telepractice skills. The positive outcomes of this study suggest that together with in-person clinical experiences, online SBL has an important role in the education of speech pathology students.

Development and Pilot Testing of Telesimulation for Pediatric Feeding: A Feasibility Study

“…Previous research in telesimulation has predominantly explored training and development for medical and nursing staff [ 6 – 8 , 30 , 31 ]. Although many learnings can be taken from this previous work, to our knowledge, this is the first study to explore the use of telesimulation in pediatric feeding management in speech pathology, apart from in a clinical education setting with university students [ 9 , 10 ]. Overall, it was concluded that telesimulation was a feasible teaching modality for infant feeding management, and participant feedback was generally positive.…”

“…Telesimulation is defined as "a process by which telecommunication and simulation resources are utilized to provide education, training, and/or assessment to learners at an off-site location" [5, p133]. Telesimulation as a teaching modality has been explored in medical and nursing education [6][7][8] and in clinical education settings for allied health students [9,10]. Results have demonstrated that, in a similar way to in-person simulation [11], speech pathology students accessing telesimulation reported increased confidence and perceived positive impact on clinical skills [9,12].…”

Simulated Participants' Experiences and Challenges With Online and Face-to-Face Interactions During COVID-19

“…However, SPs argued that online interactions were less effective for full physical examinations. [75][76][77][78][79]…”

“…Further studies on how SPs can improve their capacity to evaluate different personality styles and students' learning preferences may be helpful for portraying history taking and physical examinations. However, SPs argued that online interactions were less effective for full physical examinations 75–79 …”

Editorial: Resilience and transformation in and beyond the COVID-19 pandemic

“…In common with the first part of the COVID-19 special issue, many of the papers consider, reflect on or evaluate educational innovations designed and implemented at speed. In most cases, these involved digital adaptations of previously existing learning experiences, supervision arrangements, and assessments (McCarthy, 2022;Skeat et al, 2022;Dicken et al, 2022;Penman et al, 2022). In others, new activities and events were introduced; Dicken et al ( 2022) replicated the changes to real practice by introducing simulation-based learning and video interactions in a social work setting in the United Kingdom, and Cushen-Brewster et al ( 2022) introduced paid placements for nursing students in the UK in collaboration with national groups and regulatory bodies.…”