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A simulation-based learning experience in augmentative and alternative communication using telepractice: speech

Simone Howells^1,2, Elizabeth A Cardell^1,2, Monique C Waite³

¹1Menzies Health Institute Queensland, Gold Coast Campus, Griffith University, QLD, Southport, 4222 Australia.

Advances in Simulation (London, England)

|January 1, 2020

Summary

This summary is machine-generated.

Simulation-based training using telepractice enhanced speech-language pathology students' confidence and skills in alternative and augmentative communication (AAC). Despite technology challenges, this approach effectively supports learning for complex communication needs.

Keywords:

Augmentative and alternative communication Clinical education Simulation Speech-language pathology Student training Telepractice

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Area of Science:

Speech-language pathology education
Clinical simulation
Telepractice in healthcare

Background:

Simulation enhances skills in speech-language pathology training.
Alternative and augmentative communication (AAC) is a growing clinical area.
Telepractice is increasingly used for service delivery.

Purpose of the Study:

Investigate graduate entry speech-language pathology student perceptions of a simulation learning experience.
Explore student experiences with alternative and augmentative communication (AAC) via telepractice.
Assess student confidence, clinical performance, and learning in a simulated telepractice environment.

Main Methods:

First-year Master of Speech Pathology students participated in a 1-day simulation.
Students interacted with an actor portraying a client with motor neurone disease requiring AAC via videoconferencing.
Quantitative and qualitative surveys measured changes in confidence, clinical performance, and learning, alongside telepractice usability.

Main Results:

Students reported increased confidence and improved clinical skills in communication, assessment, and management.
Preparedness to manage progressive neurological conditions and make AAC recommendations improved.
Technology limitations (e.g., internet connectivity) and feelings of disconnection were identified challenges in telepractice.

Conclusions:

Simulation in alternative and augmentative communication (AAC) via telepractice supports Masters-level speech pathology student learning.
This approach is a viable method for training students in complex communication needs and telepractice delivery.
Further research may address technological and interpersonal aspects of telepractice simulation.