Simulation can replace part of speech-language pathology placement time: A randomised controlled trial

Abstract

Purpose

Simulation is increasingly used within speech-language pathology education. Research has primarily explored students’ perceptions of learning in simulation. The aim of this study was to determine if speech-language pathology students achieved a statistically-equivalent level of competency when a mean of 20% of placement time was replaced with simulation compared to placements without a simulation component.

Method

This non-inferiority randomised controlled trial involved students from six Australian universities. Students were randomised to either a simulation + traditional placement group attending 5 days of simulation prior to their traditional placement, or a traditional only placement group. Their end-placement clinical competency was assessed using Competency Assessment in Speech Pathology (COMPASS^®).

Result

Final data were available for 325 students: 150 students in traditional placements, 138 students in protocol-compliant simulation + traditional placements, and 37 students in non-protocol simulation + traditional placements. There were no statistically significant differences between groups (traditional vs protocol-compliant simulation + traditional Mann–Whitney–Wilcoxon z = 1.23, df = 286, p = 0.22; traditional vs intention-to-treat simulation + traditional Mann–Whitney–Wilcoxon z = 0.23, df = 323, p = 0.81).

Conclusion

This research contributes to the evidence base which suggests that simulation can partially replace traditional placement time for speech-language pathology students without loss of competency, substantiating its value as an alternative placement model in speech-language pathology programmes.

Keywords:

• Simulation
• replacement
• speech-language pathology
• students
• competency
• randomised controlled trial

Acknowledgements

The authors would like to acknowledge all students and clinical educators who participated in this study. The authors also acknowledge a donation of thickened fluids from Flavour Creations (www.flavourcreations.com.au).

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.

Data availability

Resources for the 5-day simulation placement are freely available at https://www.speechpathologyaustralia.org.au/SPAweb/Resources_For_Speech_Pathologists/Simulation-based_Learning_Programme.

Supplementary material

Supplemental data for this article can be accessed at http://dx.doi.org/10.1080/17549507.2020.1722238.

Notes

1 If Zone of Competency scores are analysed parametrically with t-tests, or a Multilevel Linear Model with Programme as a clustering variable, the outcome is the same as reported here.

Additional information

Funding

This work was supported by the Embedding Simulation in Clinical Training in Speech Pathology funding from the Australian Government, Department of Health, under the Simulated Learning Environments Programme.