A National Survey of Simulation Use in University Programs in Communication Sciences and Disorders

Abstract

Purpose This study provides a framework for understanding the range and diversity of simulation use, along with the benefits and challenges to the growth of simulation in university programs in communication sciences and disorders (CSD) across the United States. Method A web-based questionnaire was developed and deployed to educators in undergraduate and graduate speech-language pathology and audiology programs in the American Speech-Language-Hearing Association EdFind database ( N = 309). Responses from 44% ( n = 136) of the American Speech-Language-Hearing Association–accredited CSD programs were analyzed. Results Overall, 51% ( n = 69) of respondents reported using simulations in clinical education. Of the 5 categories of health care simulation, programs most often employed standardized patients and/or computer-based simulations. Barriers to using simulations included a lack of knowledge, limited financial resources, undertrained faculty, and little guidance from accrediting bodies. A significant number of respondents ( n = 66) agreed with the statement that simulated experiences could account for up to 25% of required direct clinical hours in speech-language pathology and audiology. Conclusions Results of this study suggest an emerging acceptance of simulations as a method of augmenting clinical education within CSD programs. Expanding educational efforts and increasing opportunities for faculty training are essential in realizing the full potential of future professionals using simulations in CSD. Supplemental Material https://doi.org/10.23641/asha.5576296