Simulated learning environments in speech-language pathology: an Australian response

MacBean, Naomi, Theodoros, Deborah, Davidson, Bronwyn and Hill, Anne E. (2013) Simulated learning environments in speech-language pathology: an Australian response. International Journal of Speech-Language Pathology, 15 3: 345-357. doi:10.3109/17549507.2013.779024


Author MacBean, Naomi
Theodoros, Deborah
Davidson, Bronwyn
Hill, Anne E.
Title Simulated learning environments in speech-language pathology: an Australian response
Journal name International Journal of Speech-Language Pathology   Check publisher's open access policy
ISSN 1754-9507
1754-9515
Publication date 2013-06
Year available 2013
Sub-type Article (original research)
DOI 10.3109/17549507.2013.779024
Volume 15
Issue 3
Start page 345
End page 357
Total pages 13
Place of publication London, United Kingdom
Publisher Informa Healthcare
Collection year 2014
Language eng
Abstract The rising demand for health professionals to service the Australian population is placing pressure on traditional approaches to clinical education in the allied health professions. Existing research suggests that simulated learning environments (SLEs) have the potential to increase student placement capacity while providing quality learning experiences with comparable or superior outcomes to traditional methods. This project investigated the current use of SLEs in Australian speech-language pathology curricula, and the potential future applications of SLEs to the clinical education curricula through an extensive consultative process with stakeholders (all 10 Australian universities offering speech-language pathology programs in 2010, Speech Pathology Australia, members of the speech-language pathology profession, and current student body). Current use of SLEs in speech-language pathology education was found to be limited, with additional resources required to further develop SLEs and maintain their use within the curriculum. Perceived benefits included: students' increased clinical skills prior to workforce placement, additional exposure to specialized areas of speech-language pathology practice, inter-professional learning, and richer observational experiences for novice students. Stakeholders perceived SLEs to have considerable potential for clinical learning. A nationally endorsed recommendation for SLE development and curricula integration was prepared.
Keyword Clinical education
Speech-language pathology
Practice
Learning
Simulation
Virtual patients
Avatars
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Health and Rehabilitation Sciences Publications
 
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