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A cost analysis of a 5-day simulation-based learning program for speech-language pathology student training
Elizabeth C Ward1,2, Emma Caird1, Saval Khanal3
1School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia.
International Journal of Speech-Language Pathology
|September 5, 2022
Summary
This study analyzed the financial and economic costs of a 5-day simulation-based learning program for speech-language pathology students. Personnel costs were the largest expense, highlighting the need for cost-minimization strategies in simulation-based education.
Area of Science:
- Medical Education
- Health Professions Education
- Simulation-Based Learning
Background:
- Reporting on the costs of simulation in health professions education is often inadequate, hindering transparent financial planning.
- Understanding the financial and economic implications of simulation-based learning programs is crucial for institutions.
- Speech-language pathology programs increasingly utilize simulation for training, necessitating cost analysis.
Purpose of the Study:
- To conduct a financial analysis of university/training institution costs for a 5-day simulation-based learning program for speech-language pathology students.
- To determine the economic costs associated with this simulation model.
- To provide transparent cost data to aid institutions in implementing and optimizing simulation-based learning.
Main Methods:
- Collected financial data for a 5-day simulation program across six Australian universities, covering pre-program training, personnel, room hire, equipment, and consumables.
- Calculated both financial and economic costs in Australian dollars (June 2017) per university site and per student.
- Analyzed cost variations attributed to labor costs and in-kind support.
Main Results:
- The program involved 176 students across 21 runs, with average financial costs per program ranging from $4717 to $11,425.
- Average financial cost per student was $859, nearly doubling to $1461 when considering economic costs.
- Personnel constituted the largest cost component (76.6% of financial costs) in both financial and economic analyses, followed by room hire.
Conclusions:
- This study offers clear financial and economic costing data for a 5-day simulation-based learning program.
- The findings assist universities in estimating upfront financial investments for simulation-based learning.
- Data can inform strategies for minimizing financial costs when integrating simulation into university curricula.
