Speak Out Dec 2016

National rollout of simulation randomised control trial

stroke, traumatic brain injury, orthogeriatric and progressive neurological conditions. The simulation model also enables students to interact with members of the multidisciplinary team and family members. The beginning of the year was a particularly busy one for the team with initial rollouts at The University of Sydney, The University of Queensland, The University of Newcastle and The University of Melbourne in January. Not long after this was a clinic at La Trobe University in April, and then Griffith University in August. In 2016, 21 simulation clinics were run, with 133 students participating in this experience so far. Data is being collected from a range of stakeholders using a variety of measures. COMPASS® is the primary outcome measure being used to measure student competency across the two groups (traditional or simulation model), and student feedback is also being collected through the use of surveys pre and post-placement in both groups. The perceptions of simulation clinic facilitators and clinical educators supervising students following their participation in the simulation clinic are also being sought through post-placement interviews. Data collection is set to conclude in early 2017, so we look forward to sharing project findings with you soon. If you would like further information about this project, please contact Dr Anne Hill, Project Leader, The University of Queensland at ae.hill@ uq.edu.au.

The Embedding Simulation in Clinical Training in Speech Pathology National Project (see December 2014 and October 2015 issues of Speak Out ) has been full steam ahead in 2016, with the successful rollout of the project at six sites across Australia. The overall aim of the project is to determine if students in accredited speech pathology programs achieve a comparable level of competency in placements when an average of 20 percent of the placement time is replaced with simulated learning activities compared to traditional clinical placements. To do this, students undertaking middle-level adult placements at the participating universities were randomised into either a traditional clinical placement (usual current practice), or a simulation and traditional clinical placement known as the “simulation model”, where students are immersed in simulation activities at the university for the first five days of placement before commencing their traditional placements. Through the simulation model students have the opportunity to develop clinical skills in adult areas of practice including speech, language and swallowing, across a range of simulated environments including acute hospital and rehabilitation (inpatient and outpatient) settings. Under the guidance of a speech pathology facilitator/clinical educator, students are given the opportunity to work alongside their peers to develop assessment and management skills, through peer role play and interaction with simulated patients. Across the five days of the simulation model, students engage in 13 simulation sessions focused on seven clinical cases representative of the populations that students would see in traditional adult placements; these include

Simone Howells Embedding Simulation in Clinical Training in Speech Pathology Project Team

Above: Students at Griffith University interact with simulated patient assisted by speech pathologist and facilitator, Brooke Duggan. Left: Students at Griffith University review simulated patient case information ahead of seeing their patient.

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December 2016 www.speechpathologyaustralia.org.au

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