Speech–Language Pathology Graduate Students' Questioning Strategies for English Learners in a Simulation Environment

Abstract

The purpose of this pilot study was to examine TeachLivE simulation used by speech-language pathology graduate students (SLP GSs) to practice questioning strategies with English learners (ELs) at various language proficiency levels. Using a communities of practice theoretical framework, data were collected through an assignment in a core graduate-level course that focused on assessment/intervention of ELs with communication disorders. The SLP GSs were required to prepare leveled questions prior to a simulation experience, respond to a survey, modify questions, and apply leveled questions during the simulation. Their self-efficacy in questioning strategies before and after the simulation was quantitatively measured, and their lived experiences were examined in the qualitative part of the data analysis. Findings suggest that the SLP GSs demonstrated more confidence or self-efficacy in using leveled questions with advanced level ELs and needed further practice adjusting their questions for ELs across other language proficiency levels. Recommendations for using simulation to practice evidence-based strategies are provided.

Watch vs do: A randomized crossover design evaluating modified simulated patients and video learning for novice speech–language therapy students

“…Simulation-based learning activities are recognized as one innovation that, when well designed with clear objectives, can expedite students' development of specific skill sets (Becker et al, 2006;Peker & Rosa-Lugo, 2021;INACSL Standards Committee, 2017), knowledge (Bartlett et al, 2021), preparedness for placement (Atherley et al, 2019;Hill et al, 2021), and, in some cases, even substitute for a portion of clinical placement (Hill et al, 2021). Simulated learning activities include interacting with standardized patients (or simulated patients) who may be actors, speech pathologists, clinical educators or peers (Hewat et al, 2020;Zraick, 2020).…”

“…Speech and language therapy (SLT) placements are in short supply internationally, largely due to an increase in SLT programmes. The scarcity of placements has created a need to maximize student learning within each placement (e.g., via verbal reflective groups; Tillard et al., 2018), increase placement efficiency (e.g., via multiple students on placement; Bhagwat et al., 2018), and explore educational innovations to supplement traditional clinical placements such as simulation learning (e.g., Hill et al., 2021; Peker & Rosa‐Linga, 2021).…”