Student perceptions of simulation learning activities for clinical skill development in dysphagia management

Abstract

Purpose: Due to increasing pressures on clinical placements and greater awareness of the learning benefits of clinical simulations, some countries now accept time spent in Simulated Learning Activities (SLAs) as part of undergraduate clinical training preparation. However, current evidence for the perceived value and benefits of different types of SLAs in speech pathology student training is limited. This project examined student perceptions/learning outcomes of different SLA activities wtihin a 10 h program designed to prepare students for clinical practice in dysphagia. Method(s): Two consecutive classes enrolled in a Masters level dysphagia course participated (n = 47). The program involved 5 9 2 h SLAs (10 h) incorporating multiple SLA modalities: simulated patients; virtual patients, and; human patient simulators. Technical and non-technical skills were targeted: interviewing, assessment, therapy planning and intervention. Regular debriefing was used. Pre-post questionnaires and qualitative interviews explored perceived clinical skills, reasoning, confidence, anxiety and benefits of different SLA activities. Result(s): Students highly valued the SLAs, noting significant (p<0.05) improvements in practical skills, clinical reasoning and confidence, and significantly (p<0.05) reduced anxiety for future clinical practice. Analysis revealed simulated patient activities were perceived to be of most benefit. Conclusions (Including Clinical Relevance): Simulated patient activities, enabling practice of technical and communication skills are most highly valued by students preparing for clinical practice in dysphagia management.L6195589652017-12-12 <br />