Simulations as a mode of clinical training in healthcare professions: A scoping review to guide planning in speech-language pathology and audiology during the COVID-19 pandemic and beyond

Nagdee, Nabeelah; Sebothoma, Ben; Madahana, Milka C.I.; Khoza-Shangase, Katijah; Moroe, Nomfundo

doi:10.4102/sajcd.v69i2.905

Cited by 8 publications

(7 citation statements)

References 51 publications

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“…Furthermore, as far as challenges to practice are concerned, COVID-19 significantly increased the workload of clinicians (Balton et al, 2022 ; Hlayisi, 2022 ; Khatib & Hlayisi, 2022 ). Over and above the core function of providing clinical care, time devoted to establishing innovative modes of service provision, sourcing required resources that would allow for continuity of service provision during the pandemic, training and upskilling everyone on alternative service provision methods, as well as engagement in the national COVID-19 pandemic management were all added to clinicians’ workloads (Achmat & Gerber, 2022 ; Balton et al, 2022 ; Hlayisi, 2022 ; Karrim et al, 2022 ; Khatib & Hlayisi, 2022 ; Khoza-Shangase, 2022b ; Nagdee et al, 2022 ). Balton et al ( 2022 ) highlighted how such workload challenges were possibly influenced by a lack of or poor application of policies and regulations within the South African context.…”

Section: Resultsmentioning

confidence: 99%

“…With the overall recommendation of hybrid models of teaching and learning that include the use of ICT, simulations, teletraining and telesupervision (Barber & Sher, 2022 ; Masuku & Mupawose, 2022 ; McAllister et al, 2022 ; Nagdee et al, 2022 ), Naidoo et al ( 2022 ) stressed that online platforms will facilitate closer and increased collaboration. This collaboration is between students and between students and educators, with increased opportunities for local and international collaborations.…”

Section: Resultsmentioning

confidence: 99%

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The impact of COVID-19 on speech–language and hearing professions in low- and middle-income countries: Challenges and opportunities explored

Khoza-Shangase

Moroe

Neille

et al. 2022

SAJCD

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

The impact of COVID-19 on speech–language and hearing professions in low- and middle-income countries: Challenges and opportunities explored

Khoza-Shangase

Moroe

Neille

et al. 2022

SAJCD

Self Cite

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“…Seventy-two per cent of the audiology students who participated in the study conducted by Thome et al ( 2020 ) in their survey reported that in-person clinical training was more effective than receiving clinical training through simulations and telepractice. However, traditional in-person clinical training and simulations were complementary learning approaches that improved clinical competency and students’ clinical training experience (Nagdee et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

‘[M]y own pace and space, without the pressures’: Online learning experiences of audiology students

Ntlhakana,

Alli

2024

South African Journal of Communication Disorders

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Background: Online learning has been used to improve students’ learning experiences and to allow students to engage with their own learning in various spaces. However, there is a dearth of literature on students’ experiences with online learning in the field of audiology.Objectives: This study aimed to describe the conditions of online learning, explore the challenges and benefits of online learning and determine strategies that students employ while engaging with online learning.Method: An exploratory qualitative research design was employed. Audiology students from the second to the fourth year participated in the study. Qualitative data were collected online via MS Teams using a semi-structured interview schedule with the participants. Thematic analysis was used to analyse the participants’ interviews.Results: Most of our participants were females in their fourth year of study. The students accessed the online learning platforms procured by the university from their homes, with reported benefits such as the flexibility and independence of learning, and time and cost-effectiveness. However, challenges such as limited internet connectivity, issues with time management and inconsistent power supply restricted positive experiences with online learning.Conclusion: The online learning benefits that were reported by the students and the compensatory strategies they employed facilitated self-regulated learning. The study’s findings highlighted the need for continuous checking-in with students regarding their experiences with the learning approaches intended to improve engagement with their courses. These results could be used as a guide for curriculum planning that is student-focused.Contribution: Students’ experiences explored in our study provided a guide for online learning approaches that were suitable for audiology students. Student-centred and self-regulated learning practices were highlighted and future studies may further explore these frameworks and theories.

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“…11 Researchers from other allied health professions, such as occupational therapy and speech-language pathology, also published responses to the COVID-19 pandemic indicating similar disruptions to the educational environment. [12][13][14][15] However, there are no published reports of the effects of the COVID-19 pandemic specifically on physical therapy CEEs.…”

Section: Review Of Literaturementioning

confidence: 99%

The Impact of COVID-19 on Physical Therapy Clinical Education Experiences in Florida

Svoboda

Kostrna

Pabian

2023

JOPTE

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Introduction. Full-time clinical education experiences (CEEs) constitute a significant component of entry-level physical therapy education. COVID-19 challenged clinical education throughout the country by affecting the availability of CEEs. Review of Literature. Research suggested that the number of clinical education spots available would stay the same. By contrast, the number of students enrolling in physical therapist (PT) and physical therapist assistant (PTA) education programs continues to rise. In response to the COVID-19 pandemic, students and faculty expressed concerns about the lack of student readiness and the availability of CEEs. The purpose of this study was to examine prepandemic factors that influenced the number of CEE slots available in Florida and the impact that the COVID-19 pandemic had on slot availability. Furthermore, researchers sought to identify factors that prevented a return to prepandemic levels of CEE spot offerings and recognize solutions to overcome those barriers. Finally, the researchers aimed to pinpoint suggestions to enhance collaborations between the clinical sites and physical therapy education programs. Subjects. Forty-eight site coordinators of clinical education (SCCEs) from various settings and regions in Florida completed the survey. Methods. An online survey was distributed to Florida SCCEs to ascertain their perceptions on how COVID-19 influenced clinical education. The researchers used descriptive and inferential statistics to analyze the data. Results. Clinical instructor (CI) volunteerism was the primary determinant of CEE spots available before the COVID-19 pandemic. The number of CEE spots was reduced for both PT and PTA education programs during the COVID-19 pandemic. Although the PTA slots returned to their baseline from 2019, the PT placements remained significantly lower in 2021. Social distancing and CI availability had the most considerable impact on CEE offerings. Site coordinators of clinical education also suggested that the greatest supports needed from the academic institutions were educating students on COVID-19 prevention and providing personal protective equipment (PPE) to students for their CEEs. This article also offers suggested incentives that academic sites can provide their clinical partners, such as in-services earning continuing education units, to enhance their participation in clinical education. Discussion and Conclusion. All clinical education stakeholders must collaborate to provide students with the required clinical educational opportunities. Academic sites should continue to provide support, training, and incentives to CIs to enhance participation from clinical education sites. Educational programs must add content about COVID-19 to their curriculum and consider providing students with PPE during their rotations to restore the number of CEEs post-COVID-19 pandemic.

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Simulations as a mode of clinical training in healthcare professions: A scoping review to guide planning in speech-language pathology and audiology during the COVID-19 pandemic and beyond

Abstract: Simulations as a mode of clinical training in healthcare professions: A scoping review to guide planning in speech-language pathology and audiology during the COVID-19 pandemic and beyond.

Cited by 8 publications

References 51 publications

The impact of COVID-19 on speech–language and hearing professions in low- and middle-income countries: Challenges and opportunities explored

The impact of COVID-19 on speech–language and hearing professions in low- and middle-income countries: Challenges and opportunities explored

‘[M]y own pace and space, without the pressures’: Online learning experiences of audiology students

The Impact of COVID-19 on Physical Therapy Clinical Education Experiences in Florida

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