Student perspectives of simulated learning to improve their dysphagia management

South African Journal of Communication Disorders

 
 
Field Value
 
Title Student perspectives of simulated learning to improve their dysphagia management
 
Creator Adams, Skye N. Kater, Kelly-Ann Seedat, Jaishika
 
Subject Education simulation learning; clinical skills; soft skills; self-reflection; undergraduate education
Description Background: The use of simulation to enhance knowledge translation and bridge the theoretical-clinical gap to enhance clinical training and competency in health professions has received mixed reviews in the literature.Objectives: This research examined student perspectives of a simulation laboratory in speech therapy to improve students’ clinical competency when working with adults with communication and dysphagia impairments.Method: An exploratory descriptive pilot study was conducted in 2022 with 16 third-year speech-language therapy students. This mixed-methods study involved students completing purposefully developed pre-and post-surveys to explore their experiences with simulated teaching and learning and their perceptions of confidence. Data were analysed using an independent t-test. Following the surveys, the students participated in a focus group discussion about their simulation experience, and data were analysed using thematic analysis.Results: Student ratings of clinical skills improved from pre to post-simulation significantly overall and across six out of the eight items. The focus group revealed insights into students’ experiences, highlighting increased confidence, the benefits of making mistakes in a safe environment and improved preparedness to work with dysphagia in patients.Conclusion: While simulation serves as a valuable tool in enhancing clinical skills and building confidence, it must be used as an adjunct to real-life exposure and not as a replacement.Contribution: The integration of both simulated and real-life experiences is essential to provide a comprehensive and practical learning environment for students.
 
Publisher AOSIS
 
Contributor
Date 2024-09-30
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Explorative descriptive pilot study
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajcd.v71i1.1060
 
Source South African Journal of Communication Disorders; Vol 71, No 1 (2024); 11 pages 2225-4765 0379-8046
 
Language eng
 
Relation
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:

https://sajcd.org.za/index.php/sajcd/article/view/1060/2304 https://sajcd.org.za/index.php/sajcd/article/view/1060/2305 https://sajcd.org.za/index.php/sajcd/article/view/1060/2306 https://sajcd.org.za/index.php/sajcd/article/view/1060/2307
 
Coverage Higher Education — Speech-language therapy studnets
Rights Copyright (c) 2024 Skye N. Adams, Kelly-Ann Kater, Jaishika Seedat https://creativecommons.org/licenses/by/4.0
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