Integration of team-based learning and simulation-based learning in clinical education of infant feeding and swallowing assessment and management of speech-language pathology students: a retrospective pre-post intervention study.

BACKGROUND

Infant feeding and swallowing disorders are becoming more prevalent, resulting in an increased caseload for speech-language pathologists. However, clinical training for speech-language pathology students is often insufficient, primarily due to the vulnerability of the infant population and the absence of well-established training approaches. Simulation-based learning helps mitigate the challenges associated with frail clients, while team-based learning offers a systematic training framework. This study evaluates the effectiveness of combining these two approaches as a novel strategy for clinical education in this demanding clinical field.

METHODS

Using a single-group, pre-post intervention design, forty final year speech-language pathology master's students participated in the study. They participated in an infant feeding and swallowing simulation clinic utilising the steps of team-based learning approach. Pre-and post- clinic knowledge test and level of clinical confidence were compared.

RESULTS

Students exhibited significant gains in knowledge following the integrated approaches clinic. Of the forty students, twenty-five students completed both the pre- and post-clinic survey and demonstrated a significant increase in their clinical confidence on managing infant feeding and swallowing disorders.

CONCLUSIONS

The findings validate the positive impact of combining simulation-based learning with a team-based learning approach in improving students' learning outcomes. This novel approach offers a better organised and hierarchical framework for teaching complex clinical areas in medical education.

CLINICAL TRIAL NUMBER

IRB/REC Reference No. 2024.392.