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

IF 2.5 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Jennifer Watermeyer, Kim Coutts, Rhona Nattrass
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引用次数: 0

Abstract

Purpose: Simulated learning experiences (SLEs) are increasingly utilized in health care education and to train speech-language pathology students. The increasing popularity of simulations, particularly during the COVID-19 pandemic, has generated interest in their potential for achieving teaching and learning outcomes and a need to map the evidence in the field. This review explores the application of SLEs in speech-language pathology training. It examines the types of simulated learning approaches used across clinical contexts in relation to student outcomes and stakeholder perceptions to guide evidence-based curriculum development.

Method: We conducted a scoping review to identify published journal articles and gray literature that described how SLEs were used for clinical training in the profession. Following the abstract and full-text screening, 53 articles were reviewed, and a descriptive synthesis of findings was conducted.

Results: A variety of SLEs are used for training in various areas of practice in the profession. Most studies have been conducted in the Global North and especially post-COVID-19. SLEs offer valuable practice opportunities and can enhance clinical education opportunities for improving students' clinical skills, knowledge, and confidence. Using SLEs can also facilitate the transition from theory to practice. Low-fidelity SLEs appear as effective as higher fidelity options. There are relatively few longitudinal studies and studies that explore how skills learned in SLEs translate into clinical settings. Overall, SLEs were viewed positively for enhancing learning and clinical readiness.

Conclusions: While SLEs have proven useful tools for teaching and learning across various areas of practice in the speech-language pathology field, they require careful planning, scaffolding, and feedback to students. Future research should explore the use of SLEs in the Global South, gather perspectives from clinical educators and standardized patients, and focus on learning processes as well as, where possible, the long-term transfer of skills into real-world practice.

模拟学习经验在全球语言病理程序:范围审查。
目的:模拟学习经验(SLEs)越来越多地应用于卫生保健教育和语言病理学学生的培养。模拟越来越受欢迎,特别是在2019冠状病毒病大流行期间,人们对模拟实现教学成果的潜力产生了兴趣,并有必要绘制实地证据图。本文就语言病理教学在语言病理教学中的应用作一综述。它检查了与学生成果和利益相关者看法相关的临床环境中使用的模拟学习方法的类型,以指导循证课程开发。方法:我们进行了一项范围综述,以确定已发表的描述SLEs如何用于专业临床培训的期刊文章和灰色文献。在摘要和全文筛选之后,对53篇文章进行了综述,并对研究结果进行了描述性综合。结果:各种各样的SLEs被用于专业实践的各个领域的培训。大多数研究都是在全球北方进行的,特别是在covid -19后。SLEs提供了宝贵的实践机会,可以增加临床教育机会,提高学生的临床技能,知识和信心。使用SLEs还可以促进从理论到实践的过渡。低保真度的SLEs似乎和高保真度的SLEs一样有效。相对而言,很少有纵向研究和研究探索在SLEs中学习的技能如何转化为临床环境。总体而言,SLEs在促进学习和临床准备方面被认为是积极的。结论:虽然SLEs已经被证明是在语言病理学领域的各个实践领域的教学和学习的有用工具,但它们需要仔细的计划,脚手架和对学生的反馈。未来的研究应该探索在全球南方国家使用SLEs,收集临床教育者和标准化患者的观点,并关注学习过程,以及在可能的情况下,将技能长期转移到现实世界的实践中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
American Journal of Speech-Language Pathology
American Journal of Speech-Language Pathology AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-REHABILITATION
CiteScore
4.30
自引率
11.50%
发文量
353
审稿时长
>12 weeks
期刊介绍: Mission: AJSLP publishes peer-reviewed research and other scholarly articles on all aspects of clinical practice in speech-language pathology. The journal is an international outlet for clinical research pertaining to screening, detection, diagnosis, management, and outcomes of communication and swallowing disorders across the lifespan as well as the etiologies and characteristics of these disorders. Because of its clinical orientation, the journal disseminates research findings applicable to diverse aspects of clinical practice in speech-language pathology. AJSLP seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of speech-language pathology, including aphasia; apraxia of speech and childhood apraxia of speech; aural rehabilitation; augmentative and alternative communication; cognitive impairment; craniofacial disorders; dysarthria; fluency disorders; language disorders in children; speech sound disorders; swallowing, dysphagia, and feeding disorders; and voice disorders.
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