Simulation can replace part of speech-language pathology placement time: A randomised controlled trial
AE Hill, E Ward, R Heard, S McAllister… - … Journal of Speech …, 2021 - Taylor & Francis
International Journal of Speech-Language Pathology, 2021•Taylor & Francis
Purpose Simulation is increasingly used within speech-language pathology education.
Research has primarily explored students' perceptions of learning in simulation. The aim of
this study was to determine if speech-language pathology students achieved a statistically-
equivalent level of competency when a mean of 20% of placement time was replaced with
simulation compared to placements without a simulation component. Method This non-
inferiority randomised controlled trial involved students from six Australian universities …
Research has primarily explored students' perceptions of learning in simulation. The aim of
this study was to determine if speech-language pathology students achieved a statistically-
equivalent level of competency when a mean of 20% of placement time was replaced with
simulation compared to placements without a simulation component. Method This non-
inferiority randomised controlled trial involved students from six Australian universities …
Purpose
Simulation is increasingly used within speech-language pathology education. Research has primarily explored students’ perceptions of learning in simulation. The aim of this study was to determine if speech-language pathology students achieved a statistically-equivalent level of competency when a mean of 20% of placement time was replaced with simulation compared to placements without a simulation component.
Method
This non-inferiority randomised controlled trial involved students from six Australian universities. Students were randomised to either a simulation + traditional placement group attending 5 days of simulation prior to their traditional placement, or a traditional only placement group. Their end-placement clinical competency was assessed using Competency Assessment in Speech Pathology (COMPASS®).
Result
Final data were available for 325 students: 150 students in traditional placements, 138 students in protocol-compliant simulation + traditional placements, and 37 students in non-protocol simulation + traditional placements. There were no statistically significant differences between groups (traditional vs protocol-compliant simulation + traditional Mann–Whitney–Wilcoxon z = 1.23, df = 286, p = 0.22; traditional vs intention-to-treat simulation + traditional Mann–Whitney–Wilcoxon z = 0.23, df = 323, p = 0.81).
Conclusion
This research contributes to the evidence base which suggests that simulation can partially replace traditional placement time for speech-language pathology students without loss of competency, substantiating its value as an alternative placement model in speech-language pathology programmes.
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