Students’ Perceptions of Simulation-Based Learning in Speech Pathology: A Pilot Study

Due to increased student numbers and workforce limitations, speech pathology students have fewer opportunities to develop skills in working with adult populations in traditional clinical placements.  Using simulation-based learning has proven to be advantageous in other disciplines. The use of simulation to develop clinical skills in speech pathology range of practice areas, including speech, language and swallowing in adults, has been less well researched. The aim of this study was to investigate students’ overall perceptions about simulation-based learning, particularly their confidence related to specific clinical skills and perceived anxiety about working with adult clients. Six final year speech pathology students enrolled in either a 4-year undergraduate or 2.5-year masters program participated in this research. Students engaged in five simulation-based learning activities across one day. Purposefully developed pre- and post- surveys were completed to explore students’ anxiety levels and perceptions of confidence regarding clinical skills across domains of foundation knowledge, case history, assessment, intervention, interaction and clinical reasoning, and anxiety levels. The Satisfaction with Simulation Experience (SSE) Scale was completed post-simulation experience. Students also participated in a focus group discussion following the simulation experience. Student median ratings of clinical skills improved from pre- to post-simulation across the six domains. All students reported that the simulation-based learning experience was valuable and reported increased levels of confidence and enhanced preparedness for their clinical placements. Findings from this study suggested that students value simulation-based learning and future research should explore learning outcomes from a longer, more intensive simulation program

Data-Link and Surface Map Traffic Intent Displays for NextGen 4DT and Equivalent Visual Surface Operations

By 2025, U.S. air traffic is predicted to increase 3-fold and may strain the current air traffic management system, which may not be able to accommodate this growth. In response to this challenge, a consortium of industry, academia and government agencies have proposed a revolutionary new concept for U.S. aviation operations, termed the Next Generation Air Transportation System or "NextGen". Many key capabilities are being identified to enable NextGen, including the concept of "net-centric" operations whereby each aircraft and air services provider shares information to allow real-time adaptability to ever-changing factors such as weather, traffic, flight trajectories, and security. Data-link is likely to be the primary source of communication in NextGen. Because NextGen represents a radically different approach to air traffic management and requires a dramatic shift in the tasks, roles, and responsibilities for the flight deck, there are numerous research issues and challenges that must be overcome to ensure a safe, sustainable air transportation system. Flight deck display and crew-vehicle interaction concepts are being developed that proactively investigate and overcome potential technology and safety barriers that might otherwise constrain the full realization of NextGen

Evaluation of Mixed-Mode Data-Link Communications for NextGen 4DT and Equivalent Visual Surface Operations

By 2025, U.S. air traffic is predicted to increase 3-fold and may strain the current air traffic management system, which may not be able to accommodate this growth. In response to this challenge, a revolutionary new concept has been proposed for U.S. aviation operations, termed the Next Generation Air Transportation System or NextGen. Many key capabilities are being identified to enable NextGen, including the use of data-link communications. Because NextGen represents a radically different approach to air traffic management and requires a dramatic shift in the tasks, roles, and responsibilities for the flight deck, there are numerous research issues and challenges that must be overcome to ensure a safe, sustainable air transportation system. Flight deck display and crew-vehicle interaction concepts are being developed that proactively investigate and overcome potential technology and safety barriers that might otherwise constrain the full realization of NextGen. The paper describes simulation research examining data-link communications during 4DT and equivalent visual surface operations

Comparison of Voice and Text ATC Communications in the Cockpit for ESL Pilots

Throughout the course of any flight, pilots and air traffic control (ATC) are in constant radio communication regarding the position and route of the aircraft. Effective pilot-ATC communication helps to increase safety by increasing the situation awareness of both the pilot and controller. In the current pilot-ATC communication system, auditory messages are sent back and forth between the pilot and controller. The nature of these auditory messages makes them highly susceptible to memory and information processing limitations. This effect is magnified when dealing with pilots who have learned English as a second language (ESL) as people have more difficulty processing information in their second language (L2). The study examined the effect of using mixed modality or redundant (auditory and visual) ATC messages in the cockpit on ESL pilots. The study employed a 2 x 2 mixed design with primary language as a between-subjects factor (monolingual, English speaking pilots vs. ESL pilots) and message modality as a within-subjects factor (auditory only vs. auditory and visual). Forty pilots, 20 in each language condition, conducted enroute and approach flight maneuvers while responding to pre-recorded ATC messages taken from real ATC transmissions. Each pilot was exposed to 20 clearances, ten visual and ten mixed. The researchers recorded each pilot\u27s readback and assessed the response time and accuracy of each transmission. Each response time and accuracy score were calculated into an average for each participant based on clearance type. The responses were also calculated into a composite score that determined an accuracy to speed ratio. The results of the study indicated that both groups performed significantly better in the mixed modality; however, the study did not reveal any significant group differences

Evaluating allied health students’ readiness for placement learning

Background: Experiential learning opportunities, such as work integrated learning placements, are often challenging for health professional students. It is therefore imperative that students are adequately prepared before engaging in placement learning. Operationalising ‘readiness for learning on placement’ as a construct, is necessary for providing quality student feedback and assessment. Methods: An integrative mixed methods approach was adopted for this study, utilising a survey to canvass the perspectives of academics, students, and placement educators around the construct of readiness to inform potential assessment items. An assessment tool measuring student readiness for placement was then developed. Data from occupational therapy, physiotherapy and speech pathology programs were evaluated using Rasch analysis to explore the unidimensionality of this construct. Results: The online survey was completed by 64 participants, confirming the importance and measurability of foundational skills integral to readiness for placement learning. These foundational skills were then reflected in a pilot 20-item tool covering domains of professional and learner behaviour, communication, information gathering skills and reasoning. The Rasch analysis of 359 pre-registration student assessments confirmed unidimensionality, suggesting that the skills and attributes (operationalised as assessment items) that are considered part of ‘readiness for placement’ are components of this construct. Together, these findings provide support that the items on this tool are relevant and representative of the skills and behaviours that indicate readiness for placement learning. Two items regarding documentation and appropriate professional dress demonstrated some lower importance scores and interpretation variance warranting further investigation. Conclusion: Through the exploration of the construct of readiness for placement learning, we have created and subsequently revised, an innovative assessment tool that measures novice students’ pre-placement capabilities. Further research is now needed to explore the psychometric properties of the tool

The effect of a secondary task on drivers’ gap acceptance and situational awareness at junctions

The current studies explored the roles of the visuospatial and phonological working memory subsystems on drivers’ gap acceptance and memory for approaching vehicles at junctions. Drivers’ behaviour was measured in a high-fidelity driving simulator when at a junction, with, and without a visuospatial or phonological load. When asked to judge when to advance across the junction, gap acceptance thresholds, memory for vehicles and eye movements were not different when there was a secondary task compared to control. However, drivers’ secondary task performance was more impaired in the visuospatial than phonological domain. These findings suggest that drivers were able to accept impairment in the secondary task while maintaining appropriate safety margins and situational awareness. These findings can inform the development of in-car technologies, improving the safety of road users at junctions. Practitioner summary: Despite research indicating that concurrent performance on working memory tasks impairs driving, a matched visuospatial or phonological memory load did not change drivers’ gap acceptance or situational awareness at junctions. Drivers displayed appropriate compensatory behaviour by prioritising the driving task over the visuospatial secondary task. Abbreviations: ROW: right of way; RIG: random time interval generatio