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

Abstract

Abstract Objective 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. Method 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 targeted intervention and students presented caregivers with appropriate communication strategies. Students’ self-perceived level of skills, confidence and anxiety were assessed before and after the simulation sessions. Design: Pre-post design. Results 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. Discussion Simulation-based learning experience in a controlled environment enhances preclinical SLP students’ perceived confidence levels and clinical competence.