Abstract
ABSTRACT Purpose: this study had two aims: (1) Analyse students' perceptions of achieved learning in the simulation workshops implemented in multiple areas in a Speech and Language Therapy curricula, and (2) Establish the effect of incorporating simulation workshops in the students' comprehensive evaluation of the course. Methods: a survey on perceived learning was validated, including quantitative and qualitative sections, and applied to students that participated in the simulation workshops (n=241). Additionally, quantitative information from a survey of systematic application on the comprehensive perception of the courses that implemented workshops was analysed (n=277). Results: the quantitative section showed a positive perception of learning through the simulation workshop and coincided with the qualitative section's positive opinions. Additionally, the courses that implemented simulation workshops showed a positive evaluation in methodology, feedback, and organization. Conclusion: the students had a positive perception of the incorporation of clinical simulation workshops. The survey's sections provided complementary information regarding learning through clinical simulation.
Highlights
Clinical simulation is a teaching-learning method that replaces or amplifies real experiences with guided experiences that evoke or replicate substantial aspects of the real clinical context in an interactive way[1]
The expert committee adapted the survey initially developed by Villagrán et al.[18] to be applied in Speech and Language Therapy (SLT) area
Clinical simulation workshops were implemented in three courses of the SLT curricula to develop communicative and procedural skills
Summary
Clinical simulation is a teaching-learning method that replaces or amplifies real experiences with guided experiences that evoke or replicate substantial aspects of the real clinical context in an interactive way[1]. Clinical simulation occurs in a safe environment in which the student can make mistakes and repeat a procedure without negative consequences for the patient[1,2]. This methodology has been widely implemented in areas of healthcare, facilitating the development of students’ clinical and transversal skills[3,4,5,6]. Howells et al.[19] have described the effect of using simulation-based learning cases on SLT students’ confidence and perceptions
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