Simulation-based Learning Experiences in Stuttering Management Delivered Online: What Do Students, Clinical Educators and Simulated Patients Think?
DOI:
https://doi.org/10.18552/ijpblhsc.v10i1.733Abstract
Speech pathology students are required to demonstrate competency across a range of practice areas. There are, however, limited opportunities for students to access clinical placements in the area of stuttering. Simulation-based learning (SBL) activities have proven to be effective in increasing students’ clinical experience in this area. Due to the COVID-19 pandemic, the delivery of in-person SBL programs was not feasible, resulting in a shift to online provision. The aim of this study was to investigate the perceptions of students, clinical educators and simulated patients who participated in an online adult stuttering SBL experience. Ten first-year graduate entry Masters program speech pathology students participated in the study alongside four clinical educators and four simulated patients. The experience involved two online SBL sessions and one online tutorial via videoconferencing from separate locations. Each participant group engaged in focus group interviews exploring their perceptions of the online SBL activity. Thematic network analysis of the focus group interview data was conducted. Overall interpretation of the data from the perspectives of students, clinical educators and simulated patients revealed an overarching global theme that online SBL offers a positive, comfortable and comparable experience to enable students to build client-centred, clinical and telepractice skills. The positive outcomes of this study suggest that together with in-person clinical experiences, online SBL has an important role in the education of speech pathology students.
References
Attride-Stirling, J. (2001). Thematic networks: an analytic tool for qualitative research. Qualitative Research: QR, 1(3), 385–405. https://doi.org/10.1177/146879410100100307
Barrows, H. S. (1993). An overview of the uses of standardized patients for teaching and evaluating clinical skills. Academic Medicine, 68(6), 443–451. https://doi.org/10.1097/00001888-199306000-00002
Bridgman, K., Pallathil, K., Ford, N., Tran, J., Lam, D., Wee, E., & Kefalianos, E. (2018). Attitudes and experiences of SLP students from a pilot telehealth stuttering clinic. Journal of Clinical Practice in Speech-Language Pathology, 20(1), 14–20. Retrieved from https://speechpathologyaustralia.cld.bz/JCPSLP-March-2018/16/
Cardell, E., & Hill, A. E. (2013). Student-delivered intensive smooth speech programs for adolescents and adults who stutter: A preliminary exploration of student confidence, anxiety, and interest. Journal of Clinical Practice in Speech-Language Pathology, 15(2), 54–59. Retrieved from https://espace.library.uq.edu.au/view/UQ:350784
Cleland, J., McKimm, J., Fuller, R., Taylor, D., Janczukowicz, J., & Gibbs, T. (2020). Adapting to the impact of COVID-19: Sharing stories, sharing practice. Medical Teacher, 42(7), 772–775. https://doi.org/10.1080/0142159X.2020.1757635
Contreas, M., Curran, E., Ross, M., Moran, P., Sheehan, A., Brennan, A. M., Cosgrave, D., McElwain, J., Lavelle, C., & Lynch, B. (2020). Rapid development of interprofessional in situ simulation-based training in response to the COVID-19 outbreak in a tertiary-level hospital in Ireland: Initial response and lessons for future disaster preparation. BMJ Simulation & Technology Enhanced Learning, 7(3), 159-162. https://doi.org/10.1136/bmjstel-2020-000679
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Sage.
Furman, G. E. (2008). The role of standardized patient and trainer training in quality assurance for a high-stakes clinical skills examination. Kaohsiung Journal of Medical Sciences, 24(12), 651–655. https://doi.org/10.1016/S1607-551X(09)70031-2
Hewat, S., Penman, A., Davidson, B., Baldac, S., Howells, S., Walters, J., Purcell, A., Cardell, E., McCabe, P., Caird, E., Ward, E., & Hill, A. E. (2020). A framework to support development of quality simulation-based learning programs in speech-language pathology. International Journal of Language and Communication Disorders, 55(2), 287–300. https://doi.org/10.1111/1460-6984.12515
Hill, A. E., Ward, E., Heard, R., McAllister, S., McCabe, P., Penman, A., Caird, E., Aldridge, D., Baldac, S., Cardell, E., Davenport, R., Davidson, B., Hewat, S., Howells, S., Purcell, A., & Walters, J. (2020). Simulation can replace part of speech-language pathology placement time: A randomised controlled trial. International Journal of Speech Language Pathology, 23(1), 92–102. https://doi.org/10.1080/17549507.2020.1722238
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/b:edpr.0000034022.16470.f3
Howells, S., Cardell, E. A., Waite, M. C., Bialocerkowski, A., & Tuttle, N. (2019). A simulation-based learning experience in augmentative and alternative communication using telepractice: speech pathology students’ confidence and perceptions. Advances in Simulation, 4(S1), 23. https://doi.org/10.1186/s41077-019-0113-x
INACSL Standards Committee. (2016). INACSL standards of best practice: SimulationSM Simulation design. Clinical Simulation in Nursing, 12(S), S5–S12. https://doi.org/10.1016/j.ecns.2016.09.005
Ker, J., & Bradley, P. (2014). Simulation in medical education. In T. Swanwick (Eds.), Understanding Medical Education (pp. 175–192). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118472361.ch13
Jones, D., McAllister, L., & Lyle, D. (2015). Stepping out of the shadows: Allied health student and academic perceptions of the impact of a service-learning experience on student's work-readiness and employability. Journal of Teaching and Learning for Graduate Employability, 6(1), 66–87. https://doi.org/10.21153/jtlge2015vol6no1art574
Larue, C., Pepin, J., & Allard, E. (2015). Simulation in preparation or substitution for clinical placement: A systematic review of the literature. Journal of Nursing Education and Practice, 5(9), 132–140. https://doi.org/10.5430/jnep.v5n9p132
Maidment, J. (2010). Getting ready for placement. In K. Stagnitti, A. Schoo, & D. Welch (Eds.), Clinical and fieldwork placement in the health professions (pp. 3–12). Oxford University Press. Retrieved from https://www.oup.com.au/__data/assets/pdf_file/0017/150731/STAGNITTI_9780195519600_SC.pdf
Nyumba, T. O., Wilson, K., Derrick, C. J. & Mukherjee, N. (2018). The use of focus group methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/10.1111/2041-210x.12860
O’Shea, M-C., Reeves, N. E., Bialocerkowski, A., & Cardell, E. (2019). Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth. Advances in Simulation, 4(S1), 28. https://doi.org/10.1186/s41077-019-0116-7
Overby, M. S., & Baft-Neff, A. (2017). Perceptions of telepractice pedagogy in speech-language pathology: A quantitative analysis. Journal of Telemedicine and Telecare, 23(5), 550–557. https://doi.org/10.1177/1357633X16655939
Penman, A., Hill, A. E., Hewat, S., & Scarinci, N. (2020). "I felt more prepared and ready for clinic": Connections in student and clinical educator views about simulation-based learning. Australian Journal of Clinical Education, 7(1). https://doi.org/10.53300/001c.1728280204
Penman, A., Hill, A.E., Hewat, S., & Scarinci, N. (2021). Does a simulation-based learning programme assist with the development of speech-language pathology students’ clinical skills in stuttering management? International Journal of Language and Communication Disorders, 56(6), 1334-1346. https://doi.org/10.1111/1460-6984.12670
Randall, K., Steinheider, B., Isaacson, M., Shortridge, A., Byrd, S., Ciro, C., Ross, H., & Loving, G. (2016). Measuring knowledge, acceptance, and perceptions of telehealth in an interprofessional curriculum for student nurse practitioners, occupational therapists and physical therapists. Journal of Interactive Learning Research, 27(4), 339–353. Retrieved from https://www.learntechlib.org/primary/p/161923/
Rose, S. (2020). Medical student education in the time of COVID-19. JAMA, 323(21), 2131–2132. https://doi.org/10.1001/jama.2020.5227
Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334–340. https://doi.org/10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-G
Shorland, J., Morris, C., & Stephens, D. (2018). Simulation speaks for itself: Building speech-language pathology students' confidence through high quality simulation within a workplace clinical placement. Focus on Health Professional Education, 19(2), 53–67. https://doi.org/10.11157/fohpe.v19i2.218
Smith, C., Ferns, S., & Russell, L. (2014). The impact of work integrated learning on student work-readiness. Australian Government Office for Learning and Teaching. https://doi.org/10.13140/RG.2.1.3027.0320
Speech Pathology Australia [SPA]. (2014) Telepractice in Speech Pathology [Position Statement]. Retrieved from https://www.speechpathologyaustralia.org.au/SPAweb/Members/Position_Statements/SPAweb/Members/Position_Statements/Position_Statements.aspx?hkey=b1a46941-246c-4609-bacc-1c1b5c52d19d
Speech Pathology Australia [SPA]. (2018). Clinical Education in Australia: Building a profession for the future. Speech Pathology Australia. Retrieved January 15, 2021, from https://www.speechpathologyaustralia.org.au/SPAweb/Resources_For_Speech_Pathologists/Clinical_Education/SPAweb/Resources_for_Speech_Pathologists/Clinical_Education/Clinical_Education.aspx?hkey=fbbaa348-9422-4bc4-87f1-7ebac62aba97
Tabatabai, S. (2020). Simulations and virtual learning supporting clinical education during COVID 19 pandemic. Advances in Medical Education and Practice, 11, 513–516. https://doi.org/10.2147/AMEP.S257750
Tohidast, S. A., Mansuri, B., Bagheri, R., & Azimi, H. (2020). Provision of speech-language pathology services for the treatment of speech and language disorder in children during the COVID-19 pandemic. International Journal of Pediatric Otorhinolaryngology, 138, 110262. https://doi.org/10.1016/j.ijporl.2020.110262
World Health Organisation [WHO]. (2020). COVID-19: Physical distancing. Retrieved January 15, 2021, from https://www.who.int/westernpacific/emergencies/covid-19/information/physical-distancing
Yaruss, J. S., & Quesal, R. W. (2002). Academic and clinical education in fluency disorders: an update. Journal of Fluency Disorders, 27(1), 43–63. https://doi.org/10.1016/s0094-730x(01)00112-7
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Adriana Penman, Monique Waite, Anne E. Hill, Taliesha-jayne Leslie, Brooke-Mai Whelan, Andrea Whitehead
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons License "Attribution-NonCommercial No Derivs 4.0 International" (CC BY-NC-ND 4.0) which permits others to use the publication as long as the authors are appropriately cited.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The Author grants to Coventry University an irrevocable, royalty-free, worldwide, non-exclusive licence to publish this article in this journal in addition to the licence granted at paragraph 1 of this copyright notice.