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Related Experiment Video

Updated: May 12, 2026

Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors
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Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors

Published on: January 3, 2017

Simulated learning environments in speech-language pathology: an Australian response.

Naomi MacBean1, Deborah Theodoros, Bronwyn Davidson

  • 1The University of Queensland, Brisbane, Australia.

International Journal of Speech-Language Pathology
|April 17, 2013
PubMed
Summary

Simulated learning environments (SLEs) show promise for speech-language pathology education, offering enhanced clinical skills and learning experiences. Further development and integration are recommended for Australian allied health professions.

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Area of Science:

  • Allied Health Professions Education
  • Speech-Language Pathology Clinical Training
  • Health Workforce Development

Background:

  • Increasing demand for health professionals strains traditional clinical education models.
  • Simulated learning environments (SLEs) offer potential to expand student placement capacity and enhance learning outcomes.
  • Research highlights comparable or superior educational outcomes from SLEs versus traditional methods.

Purpose of the Study:

  • Investigate current use of SLEs in Australian speech-language pathology curricula.
  • Explore future applications of SLEs in clinical education.
  • Consult with key stakeholders to inform recommendations.

Main Methods:

  • Extensive consultative process involving all 10 Australian universities offering speech-language pathology programs in 2010.

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Last Updated: May 12, 2026

Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors
08:32

Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors

Published on: January 3, 2017

  • Engagement with Speech Pathology Australia, profession members, and the student body.
  • Analysis of current SLE utilization and stakeholder perceptions.

    • Main Results:

    • Current use of SLEs in speech-language pathology education is limited.
    • Perceived benefits include improved student clinical skills, exposure to specializations, inter-professional learning, and enhanced observational experiences.
    • Additional resources are needed for SLE development and curriculum integration.

    Conclusions:

    • Stakeholders perceive significant potential for SLEs in speech-language pathology clinical learning.
    • A nationally endorsed recommendation for SLE development and curriculum integration was prepared.
    • SLEs can supplement traditional clinical education to meet growing allied health workforce demands.