Simulation can replace part of speech-language pathology placement time: A randomised controlled trial

Hill, Anne; Ward, Elizabeth C.; Heard, Robert; McAllister, Sue; McCabe, Patricia; Penman, Adriana; Caird, Emma; Aldridge, Danielle; Baldac, Stacey; Cardell, Elizabeth; Davenport, Rachel; Davidson, Bronwyn; Hewat, Sally; Howells, Simone; Purcell, Alison; Walters, Joanne

doi:10.1080/17549507.2020.1722238

Cited by 30 publications

(51 citation statements)

References 37 publications

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“…Simulation is recognised as both a potential replacement for traditional clinical placement time and a valuable means of preparing students for practice within the health professions, assisting with generalised success on placement (Larue et al, 2015). Outcomes of randomised controlled trials conducted within physiotherapy (Blackstock et al, 2013;Watson et al, 2012), nursing (Hayden, 2014), occupational therapy (Imms et al, 2018) and speech pathology (Hill et al, 2020) have determined that a proportion of clinical time can be replaced by simulation with no loss of competency. While this research is promising for future integration of simulation into health sciences curricula it has not explicated the means by which SBL has assisted students in achieving this equivalent competency outcome.…”

Section: Introductionmentioning

confidence: 99%

“I felt more prepared and ready for clinic”: Connections in student and clinical educator views about simulation-based learning

Penman

Hill

Hewat

et al. 2020

Australian Journal of Clinical Education

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Clinical placements supported by a clinical educator in real clinical environments are beneficial for student learning. Student preparedness for placements has been examined across health professions. Simulation-based learning (SBL) is recognised as a valuable means of preparing students for practice. Whilst students' perceptions of SBL activities has been investigated, insights from clinical educators are less researched. This study aimed to explore speech pathology students' perceptions of clinical learning immediately following a SBL experience and perceptions of both the student and clinical educators following a subsequent clinical placement. Thirteen third year undergraduate speech pathology students and five clinical educators participated in this research. Students completed an SBL program prior to a six-week clinical placement. A student focus group discussion was held following the SBL experience and semistructured interviews were conducted with individual students and clinical educators at the completion of placement. Thematic analysis of the data was conducted and themes were summarised using a thematic network tool. Overall interpretation of data from the students' and clinical educators' perspectives revealed an overarching global theme suggesting that simulation offers unique learning benefits to prepare students for typical clinical placement. As students and clinical educators demonstrated shared perceptions that SBL offers unique learning benefits for speech pathology students, this finding further supports the inclusion of SBL within university program curricula.

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Section: Introductionmentioning

confidence: 99%

“I felt more prepared and ready for clinic”: Connections in student and clinical educator views about simulation-based learning

Penman

Hill

Hewat

et al. 2020

Australian Journal of Clinical Education

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“…A virtual student placement model, also developed in response to COVID‐19, has been described for physiotherapy students (Twogood et al., 2020 ). While several studies have evaluated the use of simulation with standardized clients on healthcare students’ learning (Blackstock et al., 2013 ; Cook et al., 2011 ; Hill et al., 2020 ; Ward et al., 2014 ), there is little previous evidence of the use of simulation in the education of genetic counseling students (Holt et al., 2013 ) or of virtual simulation with standardized clients in the education of healthcare students generally (Twogood et al., 2020 ).…”

Section: Discussionmentioning

confidence: 99%

“…Simulation with standardized clients has been used to enhance or even in some cases to replace clinical placements, effectively preparing nursing, medical, physiotherapy, occupational therapy, and speech pathology students for practice (Blackstock et al., 2013 ; Cook et al., 2011 ; Hayden et al, 2014; Hill et al., 2020 ; Ward et al.,l., 2014 ). However, there is little evidence of simulation being used in genetic counseling education (Holt et al., 2013 ).…”

Section: Introductionmentioning

confidence: 99%

Adapting to the challenges of the global pandemic on genetic counselor education: Evaluating students’ satisfaction with virtual clinical experiences

Jacobs

McEwen

2021

Journal of Genetic Counseling

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Travel restrictions, physical distancing, and limits to clinical placements due to the global pandemic raised enormous challenges for genetic counseling education in 2020. In response, we created authentic virtual clinical experiences in our Master of Genetic Counseling program, mimicking clinical practice: virtual simulation with standardized clients, and virtual clinical placements, including intake calls, triage, consultations, teamwork and time management, and genetic counseling with standardized clients. The virtual clinical experiences involved online pre‐brief, simulation, and debrief. We aimed to evaluate students’ satisfaction with this learning method. Between April and November 2020, we distributed an anonymous online survey to all participating students using a modified version of a validated satisfaction with simulation scale. We analyzed the combined responses from first‐ and second‐year virtual clinical experiences using descriptive statistics and content analysis. The total number of possible responses was 120. The mean response rate was 68.36% (n = 82.03), with a mean of 16.41 participants responding to each survey from each year group. Of the first‐year participants, 53% (n = 10) had not observed a genetic counseling consultation before attending the virtual clinical placement. Overall, 92.5% of responses indicated that students were satisfied with the virtual clinical experiences (SD = 0.05). 100% (n = 82) of responses indicated that working with standardized clients was beneficial to learning, encouraged reflection on clinical ability and was a valuable learning experience overall. However, 37.78% (n = 17) of those who participated in the virtual simulation found that the use of Zoom detracted from their clinical learning. The virtual clinical experiences increased first‐year students’ confidence about clinical placement and prepared second‐year students for telehealth. In conclusion, the adaptation to virtual clinical experiences enhanced learning for most students, prepared them for practice, met the requirements of the accreditation body and enabled all of our final year students to graduate on time.

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“…An observational study using flexible endoscopic evaluation of swallowing (FEES) with neurological patients in intensive care (Braun et al, 2020) rounds off these papers. Two pedagogical papers complete the Issue with the first reporting the outcomes of a randomised controlled trial using simulation in clinical placements within the University setting (Hill et al, 2020), while a second explores SLP Managers' perceptions of an eLearning program for clinicians in the workplace (Taubert, 2020).…”

Section: Editorialmentioning

confidence: 99%

Responding to global challenges and change: Working with our community to connect, develop and lead

Whitworth

Cardell

2021

International Journal of Speech-Language Pathology

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Simulation can replace part of speech-language pathology placement time: A randomised controlled trial

Cited by 30 publications

References 37 publications

“I felt more prepared and ready for clinic”: Connections in student and clinical educator views about simulation-based learning

“I felt more prepared and ready for clinic”: Connections in student and clinical educator views about simulation-based learning

Adapting to the challenges of the global pandemic on genetic counselor education: Evaluating students’ satisfaction with virtual clinical experiences

Responding to global challenges and change: Working with our community to connect, develop and lead

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