Improving Clinical Competence Through Simulated Training in Evidence-Based Practice for Stuttering: A Pilot Study.

Area of Science:

• Speech-language pathology
• Clinical education
• Evidence-based practice

Background:

• Culturally and linguistically diverse populations who stutter require specialized care.
• Speech-language pathologists (SLPs) need effective training in evidence-based practices.
• Active listening is crucial for effective clinical interactions.

Purpose of the Study:

• To evaluate the effectiveness and acceptability of the initial module (1.1) of the STEPS program.
• To assess the impact of the STEPS 1.1 module on active listening skills in preservice SLPs.
• To determine if the STEPS 1.1 module enhances skills relevant to working with diverse populations who stutter.

Main Methods:

• Pilot study involving 15 preservice SLPs.
• Random assignment to STEPS 1.1 module or control condition.
• Pre- and post-assessments of active listening behaviors and clinical empathy using standardized patients and validated scales.

Main Results:

• Participants in the STEPS 1.1 group significantly increased their use of paraphrasing and client-directed eye gaze.
• No pre-intervention differences in clinical empathy were observed between groups.
• High acceptability of the STEPS 1.1 module's content, structure, and perceived impact was reported.

Conclusions:

• The STEPS 1.1 module shows promise in improving active listening skills for preservice SLPs.
• Enhanced active listening skills are linked to perceived clinical empathy and treatment effectiveness.
• This module is a valuable tool for training SLPs to work with diverse populations who stutter.