Simulated learning environments in speech-language pathology: An Australian response

Abstract

The rising demand for health professionals to service the Australian population is placing pressure on traditional approaches to clinical education in the allied health professions. Existing research suggests that simulated learning environments (SLEs) have the potential to increase student placement capacity while providing quality learning experiences with comparable or superior outcomes to traditional methods. This project investigated the current use of SLEs in Australian speech-language pathology curricula, and the potential future applications of SLEs to the clinical education curricula through an extensive consultative process with stakeholders (all 10 Australian universities offering speech-language pathology programs in 2010, Speech Pathology Australia, members of the speech-language pathology profession, and current student body). Current use of SLEs in speech-language pathology education was found to be limited, with additional resources required to further develop SLEs and maintain their use within the curriculum. Perceived benefits included: students' increased clinical skills prior to workforce placement, additional exposure to specialized areas of speech-language pathology practice, inter-professional learning, and richer observational experiences for novice students. Stakeholders perceived SLEs to have considerable potential for clinical learning. A nationally endorsed recommendation for SLE development and curricula integration was prepared.

Developing clinical skills in paediatric dysphagia management using human patient simulation (HPS)

“…Of the reported range of simulated learning environments, HPS has previously been viewed as the modality with the least potential to increase clinical education capacity, ranked lowest in feasibility, and identified as having the longest time-frame to potential implementation in SLP programs (MacBean et al, 2013). This opinion was perhaps driven by the known limitations of HPS, particularly the significant costs and infrastructure required to develop it and implement it well (Blackstock & Jull, 2007).…”

“…To this end, University SLP programs have been exploring the use of simulated learning environments to address existing and future predicted training shortfalls (MacBean, Theodoros, Davidson, & Hill, 2013). Simulated learning environments allow students the opportunity for repeated practice in a clinically relevant context that is safe for both the participant and patient, facilitate standardised exposure to a targeted learning activity, and enable clinical educators to provide a range of feedback typically not available in real client experiences (Blackstock & Jull, 2007;Hill et al, 2010).…”

“…Although the current evidence base for HPS use in SLP is very preliminary, dysphagia assessment and management have been identified as professional practice areas where clinical training could be supplemented using HPS (Benadom & Potter, 2011;MacBean et al, 2013).…”

A clinical educator’s experience using a virtual patient to teach communication and interpersonal skills

“…Nevertheless, there is emerging literature supporting the application of SLEs in speech-language pathology education, where they have been used to train generic clinical competencies (MacBean, Theodoros, Davidson, & Hill, 2013). For example, standardised patients have been used to teach communication and interpersonal skills (Zraick, Allen, & Johnson, 2003), interviewing skills, client education, responses to confrontation, and administration of therapy techniques (Syder, 1996).…”

Educação mediada por tecnologia em fonoaudiologia: uma comparação entre três métodos de aprendizagem sobre o sistema miofuncional orofacial

“…Os objetivos desses estudos estão relacionados ao fornecimento de maior suporte aos estudantes ou profissionais da área para atuação com pacientes em diferentes especialidades e contextos, sem comprometer a segurança de pacientes reais. Os resultados dos poucos estudos sobre o tema são positivos, contudo ainda há necessidade de mais estudos para a confirmação de que a aprendizagem por meio do uso de simuladores é comparável à aprendizagem tradicional 55,61 .…”