Abstract
Standardized patients (SPs) are increasingly being used with students in the field of communication sciences and disorders (CSD). The purpose of this paper is to describe the use of SPs with CSD students. Challenges to the clinical education of students are described, and a call is made to expand the use of SPs to facilitate student learning of clinical skills and to assess students’ clinical competency.
Highlights
Zraick: Standardized Patients in communication sciences and disorders (CSD) “If we teach today’s students as we did yesterday’s, we rob them of tomorrow” - John Dewey (1915), Schools of Tomorrow (p. 20)
The Council on Academic Accreditation (CAA) in Speech-Language Pathology and Audiology of the American Speech-Language-Hearing Association (ASHA, 2016) provides the option of obtaining hours of direct clinical contact through the use of clinical simulation, which allows learners to obtain a sufficient variety of supervised clinical experiences in different work settings, with different populations, regardless of geographic location The use of simulation is optional, but it is another tool available to develop clinical knowledge and skills
MacBean et al (2013) reported (p. 367) that their stakeholders in Australia were committed to the development and integration of simulation-based learning environments (SBLEs) into clinical education curricula and to building an evidence base to support the use of SBLEs in speech-language pathology clinical education
Summary
Recommended Citation Zraick, Richard I. (2020) "Standardized Patients in Communication Sciences and DIsorders: Past, Present and Future Directions," Teaching and Learning in Communication Sciences & Disorders: Vol 4 : Iss. 3 , Article 4. By successfully completing an accredited graduate program, the assumption is made by employers and licensing boards that the graduate is a professional who is competent to evaluate and treat persons with communication disorders While this assumption holds true for the most part, there are several emerging challenges which may threaten this assumption if not addressed at the individual and systems level. In her seminal 2005 article “Issues and Innovations in Clinical Education,” McAllister describes challenges to the clinical education of CSD students. Four studies met minimum review criteria, and three of these reported a positive effect for the use of an SBLE - that is, the SBLE group showed a significantly higher post-training score than groups who learned via other methods or groups who received no training. Dzulkarnain et al (2015) concluded with caution that SBLE training is an effective tool and can be used for basic clinical audiology training (p. 881)
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