Speech and language therapy students' perception of learning through the incorporation of clinical simulation workshops: a mixed-methods study

Muñoz-Montes, María Magdalena; Villagrán-Gutiérrez, Ignacio; Pozo-Tapia, Francisca; Tapia-Tapia, Paulina; Castro-Soares, Yolanda; Fuentes-López, Eduardo

doi:10.1590/1982-0216/202123311920

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ORIGINAL ARTICLES • Rev. CEFAC 23 (3) • 2021 • https://doi.org/10.1590/1982-0216/202123311920 copy

Speech and language therapy students' perception of learning through the incorporation of clinical simulation workshops: a mixed-methods study

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Purpose:

this study had two aims: (1) Analyse students' perceptions of achieved learning in the simulation workshops implemented in multiple areas in a Speech and Language Therapy curricula, and (2) Establish the effect of incorporating simulation workshops in the students' comprehensive evaluation of the course.

Methods:

a survey on perceived learning was validated, including quantitative and qualitative sections, and applied to students that participated in the simulation workshops (n=241). Additionally, quantitative information from a survey of systematic application on the comprehensive perception of the courses that implemented workshops was analysed (n=277).

Results:

the quantitative section showed a positive perception of learning through the simulation workshop and coincided with the qualitative section's positive opinions. Additionally, the courses that implemented simulation workshops showed a positive evaluation in methodology, feedback, and organization.

Conclusion:

the students had a positive perception of the incorporation of clinical simulation workshops. The survey's sections provided complementary information regarding learning through clinical simulation.

Keywords:
Simulation Training; Education; Speech, Language and Hearing Sciences

Course	Workshop Nº	Objective of workshop	Methodology of workshop	Clinical training (parallel to the simulation)
Evaluation of communicative disorders in children and adolescents	One	Develop communicative and clinical skills necessary to perform patient interviews.	SP: Mother of a child with language delay Activity: Performing patient interview	7 activities of 2 hours each. Total: 14 hours per student.
	Two	Develop communicative and clinical skills necessary to communicate the diagnostic hypothesis of a child and give patient referrals and suggestions appropriate for the emotional and social aspects of the family.	SP: Mother of daughter with diagnostic hypothesis of Autism Spectrum Disorder. Activity: Synthesis of evaluation result, delivery of diagnostic hypothesis, patient referrals, and suggestions.
Communicative intervention for children and adolescents	Three	Experience the language intervention of an adolescent diagnosed with Autism Spectrum Disorder.	SP: Adolescent diagnosed with Autism Spectrum Disorder. Activity: Language intervention	8 activities of 3 hours each. Total: 24 hours per student.
Communicative intervention for children and adolescents	Four	Develop communicative and clinical skills necessary to communicate the diagnostic hypothesis of a child and give patient referrals and suggestions appropriate for the case, taking into account the emotional and social aspects of the family.	SP: Mother with a child with diagnostic hypothesis of language disorder associated with intellectual disability. Activity: Communication of diagnostic hypothesis and patient referrals and suggestions.
Intervention for adult language disorders	Five	Develop communicative and procedural skills for the effective execution of a therapeutic session addressing speech and language disorders.	SP: Apraxia of speech, non- fluent mixed aphasia, and neurogenic oropharyngeal dysphagia. Activity: Review of clinical record, anamnesis, case evaluation, intervention session, and completing information on patient’s record.	4 activities of 2.5 hours each. Total: 10 hours per student.

Assertion	Factor loading	R²	p25 (Q1)	p50 (Q2)	Range
1. Practice through simulation improves my skills for the execution of this clinical procedure and/or therapeutic maneuver.	0.73***	0.53***	5	5	3-5
2. The feedback I receive is useful in helping me recognize my strengths and weaknesses.	0.64***	0.41***	5	5	2-5
3. Practice through simulation allows me to recognize mistakes that probably happen in everyday clinical practice.	0.67***	0.45***	5	5	4-5
4. The methodology of the workshops creates a real representation of the clinical procedure and/or therapeutic maneuver.	0.64***	0.41***	4	5	1-5
5. Practicing the clinical procedures and/or therapeutic maneuvers in simulation reinforces my confidence regarding my clinical skills.	0.80***	0.65***	4	5	2-5
6. Practical workshops that use simulation as a learning methodology should be a necessary component in the education for healthcare majors.	0.73***	0.53***	5	5	3-5
7. Practice through simulation prepares me to perform clinical procedures and/or therapeutic maneuvers in a better way compared to preparation exclusively through clinical visits.	0.85***	0.73***	5	5	3-5

Workshop	25^th percentile	Median	75^th percentile	Minimum	Maximum
One	32	34	35	26	35
Two	30	33	35	28	35
Three	31	34	35	23	35
Four	32	34	35	23	35
Five	33	34	35	29	35
Total	32	34	35	23	35

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[1] Corresponding address: Eduardo Fuentes-López, Carrera de Fonoaudiología, Departamento de Ciencias de la Salud, Facultad de Medicina, Pontificia Universidad Católica de Chile, Santiago, Chile, Avenida Vicuña Mackenna 4860, Macul, Postal Code: 782-0436 - Santiago, Chile, E-mail: eduardo.fuentes@uc.cl