Enhancing preclinical speech-language pathology students’ self-perceived clinical competence using simulated patients

TL;DR

Using simulated patients helps speech-language pathology students feel more confident and better prepared for real clinical work.

Contribution

This study demonstrates that simulation-based learning improves preclinical students' self-perceived clinical competence and reduces anxiety.

Findings

Students showed increased confidence after participating in simulation sessions.

Simulation sessions helped students feel better prepared for real patient interactions.

Simulation-based learning was effective in a controlled educational environment.

Abstract

This study aimed to evaluate the impact of preclinical simulation-based learning experience in reducing student anxiety in interacting with real patients and enhancing their self-perceived clinical competence.

Second-year undergraduate speech-language pathology (SLP) students undertaking a preparatory course for clinical work and placement participated. Two clinical case simulation sessions were embedded as part of this course. In each session, two professional actors role-played as caregivers of family members with communication disorders. The first simulation focused on foundational assessment skills, and students were required to obtain a case history with the simulated caregivers. The second simulation focused on intervention, and students recommended communication strategies to the simulated caregivers. Students’ self-perceived level of skills, confidence and anxiety were assessed before and after the simulation sessions.

Students reported significant increases in their confidence level following simulation sessions. They perceived themselves as much better prepared for working with real patients in upcoming clinical placements.

Simulation-based learning experience in a controlled environment enhances preclinical SLP students’ perceived confidence levels and clinical competence.