Background/context The SLT profession has been slow to explore how SBE could be used to close the theory-to-practice gap (and is rarely represented as a professional group in the simulation literature). This is in spite of Syder’s clear directive around the benefits of using SBE as far back as 1996. However, simulated clinical placement is currently being used in Australia (Hill et al, 2014) and SBE may offer an exciting addition to learning and teaching, alongside/instead of the traditional placement and supervisory models in SLT. In order to investigate the quantity and quality of SBE in SLT a survey has been conducted with each of the UK Higher Education Institutes (HEIs) offering SLT programmes.
Methodology A questionnaire, constructed using the Bristol Online Survey tool, has been distributed to each of the 25 pre-registration SLT courses in the UK via an e-mail link. The questionnaire employs a mixed methods design, consisting of closed questions with a choice of responses and free text responses to open questions.
Results/outcomes Preliminary results suggest programmes are using discrete skills practice, part task training, and full context simulations to enhance clinical skills prior to placement experiences. The challenges for use include how to manage limited resources (staff and financial) to provide simulations, but benefits include the opportunity to explore aspects of practice in an environment where no harm can result for service users.
Potential impact As well as sharing the current state-of-the-art of SBE in SLT with HEIs, this project is providing a platform for collaboration in order to improve the learning experiences of SLT students. The best practice shared through the planned symposium may also provide some learning for other small professional groups yet to fully embrace SBE.
Hill AE, Davidson BJ, McAllister S, Wright J, Theodoros DG. Assessment of student competency in a simulated speech-language-pathology clinical placement. Int J Speech Lang Pathol 2014:16(5): 464–475.
Syder D. The use of simulation clients to develop the clinical skills of speech and language therapy students. Eur J Disorder Comm 1996:39(2):181–192.
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