Peer-Led Virtual Learning: Impact of Dementia-Specific Communication Training for Occupational Therapy Students

Abstract

Introduction

Occupational therapy students working with people with dementia experience communication barriers. Peer-led communication training, combined with simulation using the Curtin University Empathy Simulator (CUES), may develop students’ communication skills and confidence.

Objective

This study investigated peer-led, communication training on occupational therapy students’ communication and perceived knowledge, confidence, and satisfaction.

Method

A mixed-methods quasi-experimental study design was used. The experimental group (n = 27) completed peer-led face-to-face training and interacted with the CUES. The control group (n = 26) completed online peer-led training. Evaluation included observation, pre-post questionnaires, and semi-structured interviews.

Results

Self-rated communication skills, knowledge, and confidence improved significantly in both groups, the control group experienced greater improvements (p ≤ 0.001) compared to the experimental group. In contrast, qualitative results found peer-led communication training using a virtual avatar fostered safe, authentic and practical learning environments.

Conclusion

Peer-led training using the CUES developed occupational therapy students’ ability to communicate with people with dementia.

Keywords:

• Dementia
• communication
• occupational therapy
• peer-led
• virtual learning environment

Acknowledgments

The authors wish to acknowledge the assistance of Associate Professor Janet Beilby who was the original creator of the CUES and assisted in data collection and Associate Professor Neville Hennessy who provided support with statistical analysis.

Disclosure statement

The authors have no conflicts of interest to declare.

Ethical considerations

This study was approved by the University Human Research Ethics Committee (approval number HRE2020-0029). Researchers gained informed consent from all participants before their involvement.

Funding

The author(s) reported there is no funding associated with the work featured in this article.