Simulation can replace part of speech-language pathology placement time: A randomised controlled trial.

Area of Science:

• Speech-language pathology education
• Clinical competency assessment
• Simulation-based learning

Background:

• Simulation is increasingly utilized in speech-language pathology education.
• Prior research focused on student perceptions of simulation.
• The efficacy of simulation in replacing traditional placement time requires investigation.

Purpose of the Study:

• To determine if speech-language pathology students attain statistically equivalent competency levels when simulation replaces a portion of traditional placement time.
• To compare clinical competency between students in simulation-enhanced placements and those in traditional placements only.

Main Methods:

• A non-inferiority randomized controlled trial involving students from six Australian universities.
• Students were randomized into either a simulation + traditional placement group or a traditional placement only group.
• Clinical competency was assessed using the Competency Assessment in Speech Pathology (COMPASS®).

Main Results:

• No statistically significant differences in end-placement clinical competency were found between the traditional placement group and the simulation + traditional placement group (p > 0.05).
• Data from 325 students were analyzed, comparing traditional placements with protocol-compliant and intention-to-treat simulation + traditional placements.
• The results indicate non-inferiority of the simulation-enhanced placement model.

Conclusions:

• Simulation can partially replace traditional placement time for speech-language pathology students without compromising clinical competency.
• This research supports simulation as a valuable alternative placement model in speech-language pathology programs.
• Findings contribute to the evidence base for integrating simulation into allied health professional education.