Working with children with autism: an interprofessional simulation-based tutorial for speech pathology and occupational therapy students

Abstract

There is an increasing need to include interprofessional experiences in undergraduate health education. Simulation is one methodology revered as being able to facilitate interprofessional learning opportunities in a safe, structured environment. This project aimed to develop, trial and evaluate an interprofessional simulation role-play tutorial utilising DVD resources. In total, 70 speech pathology students and 76 occupational therapy students participated in a role-play involving DVD footage and documentation to facilitate assessment planning and analysis of assessment data for a child with autism. Questionnaires asked participants to rate their perceived experiences across 13 items using a 5-point Likert scale, as well as three open-ended questions. The results revealed positive reactions to the role-play and suggested that students felt that the learning objectives had been met. Many students expressed interest in engaging in further interprofessional learning experiences. Taken in conjunction with other similar studies, interprofessional simulation-based workshops using DVD footage may provide a manageable alternative to traditional interprofessional learning modalities, in particular when incorporating clients with complex and developmental disabilities.

Impact of multidisciplinary therapy on the functioning of children with autism. Results of the "Supporting the development of children with autism" project using the ATEC form

“…The achieved changes in behavior include an improvement in verbal and non-verbal communication, concentration, emotion control and social contacts [12,13]. [16]. Special attention was paid to the development of pragmatic efficiency, i.e.…”

A Systematic Review of Intellectual and Developmental Disability Curriculum in International Pre-Graduate Health Professional Education

“…The majority (10/24) of the studies were conducted in the United States of America [23-27, 30, 36, 38, 40, 44] With regards to trainee demographics, most of the studies were speci cally targeted towards medical students [26, 28, 30-32, 37, 38, 40, 43, 44, 46, 48]. Following medical students, were nursing [23,24,33,43,44], physiotherapy [24,26,33,43,47], occupational therapy [24,27,29,33,43], psychology [23,24,27,43,44], social work [23,24,33,34], dentistry [35,36,41,45], and speech language pathology [23][24][25]29] students.…”

The use of simulation in occupational therapy education: A scoping review

“…Whether case studies in any format meet the definition of simulated learning is a debate that is wider than the scope of this report, and it is recognised that there exists a wide range of literature using these methods which is not identified as simulation and therefore not identified as part of this review. Nevertheless, studies defining case study methods as simulation were noted to provide valuable opportunities for inter-professional learning, enhanced communication, and team functioning (Gee et al, 2017;Lewis et al, 2018;Mackenzie et al, 2018;Mills et al, 2019).…”

“…Australian literature spans a breadth of types of simulation ranging from non-interactive simulation using video | 351 case studies (Lewis et al, 2018;Mills et al, 2019) through pre-post evaluation using both simulated patients and mannequins (Springfield, Honnery, & Bennett, 2018) to a simulated clinical placement (Imms et al, 2018). The most recent studies from Australia explore the relationship with practice learning (Chu et al, 2019;Imms et al, 2017Imms et al, , 2018, and include the only randomised controlled trial (Imms et al, 2018).…”