Use of the Debriefing Assessment in Healthcare Simulation (DASH)^© in Speech-Language Pathology Clinical Simulation Learning Experiences

Abstract

Research indicates facilitated debriefing is more effective than non-facilitated debriefing. However, limited published work on this topic exists within communication sciences and disorders. This study investigates speech-language pathology clinical simulation experiences examining formative assessment of debriefing sessions. Two groups of graduate students were compared to assess students’ perceptions of simulated learning experiences over 6 consecutive weeks. Although no significant changes were noted, stability between-group ratings indicate students entered this experience with practical clinical skills. Future studies may consider students’ ability to apply previous knowledge compared to those with no previous clinical experience.

Additional information

Notes on contributors

Jenica Joseph

Jenica Joseph is a speech-language pathologist and assistant professor at Andrews University with research interests in trauma-informed methods, metacognitive learning strategies, and peer-assisted learning.

Tammy Shilling

Tammy Shilling is a speech-language pathologist and associate professor at Andrews University with research interests in student engagement, active learning, metacognitive learning strategies, and peer-assisted learning.

Heather L. Ferguson

Heather L. Ferguson is an associate professor and the chair and graduate program director for the Andrews University School of Communication Sciences and Disorders. Her research interests are in student achievement, motivation, and resiliency in higher education.

Jimmy Kijai

Jimmy Kijai is a Professor of Research & Statistical methodology in the Department of Graduate Psychology and Counseling at Andrews University. Research interests are in institutional effects on attitudes, beliefs, and values.