Discipline of Speech Pathology, School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia.
Faculty of Health Sciences, The University of Sydney, Sydney, Australia.
Int J Speech Lang Pathol. 2021 Feb;23(1):92-102. doi: 10.1080/17549507.2020.1722238. Epub 2020 Feb 25.
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.
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).
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 = 1.23, = 286, = 0.22; traditional vs intention-to-treat simulation + traditional Mann-Whitney-Wilcoxon = 0.23, = 323, = 0.81).
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.
模拟在言语病理学教育中越来越多地被使用。研究主要探讨了学生对模拟学习的看法。本研究的目的是确定当将平均 20%的实习时间替换为模拟实习时，与没有模拟部分的实习相比，言语病理学学生是否能达到统计学上等效的能力水平。
这是一项非劣效性随机对照试验，涉及来自澳大利亚六所大学的学生。学生被随机分配到模拟+传统实习组，即在传统实习前参加 5 天的模拟实习，或传统实习组。他们的最终实习临床能力是使用言语病理学能力评估量表（COMPASS）进行评估的。
最终数据可用于 325 名学生：150 名在传统实习中，138 名在符合方案的模拟+传统实习中，37 名在不符合方案的模拟+传统实习中。组间无统计学差异（传统与符合方案的模拟+传统 Mann-Whitney-Wilcoxon 检验 = 1.23， = 286， = 0.22；传统与意向性治疗的模拟+传统 Mann-Whitney-Wilcoxon 检验 = 0.23， = 323， = 0.81）。
这项研究为模拟可以部分替代言语病理学学生的传统实习时间而不会导致能力丧失的证据基础做出了贡献，证实了其作为言语病理学课程中替代实习模式的价值。
