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Simulated Learning Experiences in Global Speech-Language Pathology Programs: A Scoping Review.

Jennifer Watermeyer1,2, Kim Coutts1, Rhona Nattrass2

  • 1Department of Speech Pathology and Audiology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa.

American Journal of Speech-Language Pathology
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This summary is machine-generated.

Simulated learning experiences (SLEs) enhance speech-language pathology training, improving skills and confidence. Careful planning and feedback are crucial for effective use and skill transfer into practice.

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Area of Science:

  • Health Professions Education
  • Speech-Language Pathology Training
  • Simulation-Based Learning

Background:

  • Simulated learning experiences (SLEs) are increasingly used in healthcare education, particularly for speech-language pathology (SLP) students.
  • The COVID-19 pandemic accelerated the adoption and interest in SLEs for achieving educational outcomes.
  • A need exists to map the evidence base for SLEs in SLP training to inform curriculum development.

Purpose of the Study:

  • To explore the application of SLEs in speech-language pathology training.
  • To examine types of SLEs used in various clinical contexts and their relation to student outcomes.
  • To understand stakeholder perceptions of SLEs to guide evidence-based curriculum development.

Main Methods:

  • A scoping review methodology was employed to identify relevant literature.
  • Published journal articles and gray literature on SLEs in SLP clinical training were systematically screened.
  • Fifty-three articles were included in the descriptive synthesis of findings.

Main Results:

  • Various SLEs are utilized across different practice areas in SLP, with most research originating from the Global North post-COVID-19.
  • SLEs provide valuable practice opportunities, enhancing clinical skills, knowledge, confidence, and the transition from theory to practice.
  • Low-fidelity SLEs demonstrated comparable effectiveness to high-fidelity options; however, few longitudinal studies exist on skill transfer to clinical settings.

Conclusions:

  • SLEs are effective tools for SLP education, but require meticulous planning, scaffolding, and student feedback.
  • Future research should investigate SLEs in the Global South, incorporate perspectives from clinical educators and standardized patients, and focus on skill transfer.
  • SLEs are positively perceived for enhancing learning and clinical readiness in speech-language pathology students.