Reconstructing Our Ships: Navigating the Use of Simulation in CSD

Simulations for clinical training is an example of a disruptive technology in that it offers great potential in the training and assessment of students and professionals in Communication Sciences and Disorders. As such, those considering adoption of simulations should anticipate the need for restructuring of the educational program in order to take full advantage of the benefits and minimize the unintended consequences

Clinical Decision-making in Speech-Language Pathology Graduate Students: Quantitative Findings

Clinicians’ decision-making skills are the foundation for the development and implementation of evidence-based practice to provide high quality clinical care. It is proposed that these skills are a result of hands-on clinical experiences (Crebbin, Beasley, & Watters, 2013). Yet some researchers contend that the development of clinical decision-making skills requires direct instruction in critical thinking (Abrami et al., 2011; Finn, 2011). The aim of this study was to explore if and when clinical decision-making processes of speech-language pathology (SLP) students change during graduate study. Web-based case simulations were used to elicit and measure clinical decision-making in eight graduate students at three stages in their training. Participants were evaluated on four clinical tasks including (a) formulation of hypothesis, (b) selection of appropriate evaluation instruments, (c) diagnosis, (d) recommendations for therapy. Quantitative analysis revealed limited changes in SLP graduate students’ clinical decision-making skills over their course of study, as a result of clinical experiences. Participants did not demonstrate change in the skill areas of forming hypotheses and selecting appropriate evaluation measures. However, they did become more accurate in identifying a correct speech-language diagnosis. This study suggests critical thinking, a necessary process for developing clinical decision-making, cannot be an assumed outcome of graduate training programs

A Practice-Based Interprofessional Emergent Writing Intervention: Impacts on Graduate Students and Preschoolers

Despite the importance of collaboration in schools, few studies have examined interprofessional education (IPE) interventions for graduate speech-language pathology (SLP) students designed to prepare them with the skills necessary to effectively work on school-based teams. The current pilot study implemented a five-week practice-based IPE intervention with six SLP graduate students and three occupational therapy (OT) graduate students. Three SLP students were randomly assigned to the ‘unpaired’ condition and delivered emergent writing activities independently to a small group of preschoolers (n = 10). The other three SLPs were each randomly assigned an OT student to collaborate with in a ‘paired’ condition and conducted the same activities together with their assigned small groups of preschoolers (n = 11). Graduate students’ emergent writing knowledge and interprofessional competencies were supported throughout the study by facilitated discussions and structured debrief sessions with their clinical educators using the DEAL model of critical reflection. Results indicated that SLP students from both conditions demonstrated positive gains in emergent writing knowledge, but the paired SLP students had a greater gain in self-reported interprofessional competencies. Preschoolers in both conditions demonstrated improvement on emergent writing tasks. Implications of practice-based IPE interventions for both graduate students and children are discussed

Respiratory diseases among U.S. military personnel: countering emerging threats.

Emerging respiratory disease agents, increased antibiotic resistance, and the loss of effective vaccines threaten to increase the incidence of respiratory disease in military personnel. We examine six respiratory pathogens (adenoviruses, influenza viruses, Streptococcus pneumoniae, Streptococcus pyogenes, Mycoplasma pneumoniae, and Bordetella pertussis) and review the impact of the diseases they cause, past efforts to control these diseases in U.S. military personnel, as well as current treatment and surveillance strategies, limitations in diagnostic testing, and vaccine needs

Survey of simulation use in CSD university programs (Dudding & Nottingham, 2017)

<div><b>Purpose: </b>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.</div><div><b>Method: </b>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 (<i>N</i> = 309). Responses from 44% (<i>n </i>= 136) of the American Speech-Language-Hearing Association–accredited CSD programs were analyzed.</div><div><b>Results:</b> Overall, 51% (<i>n</i> = 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 (<i>n</i> = 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.</div><div><b>Conclusions: </b>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.</div><div><br></div><div><b>Supplemental Material S1. </b>Full questionnaire. </div><div><br></div><div>Dudding, C. C., & Nottingham, E. E. (2017). A national survey of simulation use in university programs in communication sciences and disorders. <i>American Journal of Speech-Language Pathology, 27, </i>71–81<i>.</i> https://doi.org/10.1044/2017_AJSLP-17-0015</div