Enhancing preclinical speech-language pathology students’ self-perceived clinical competence using simulated patients

PURPOSE: This study aimed to evaluate the impact of preclinical simulation-based learning experience in reducing student anxiety in interacting with real patients and enhancing their self-perceived clinical competence. METHODS: Second-year undergraduate speech-language pathology (SLP) students undertaking a preparatory course for clinical work and placement participated. Two clinical case simulation sessions were embedded as part of this course. In each session, two professional actors role-played as caregivers of family members with communication disorders. The first simulation focused on foundational assessment skills, and students were required to obtain a case history with the simulated caregivers. The second simulation focused on intervention, and students recommended communication strategies to the simulated caregivers. Students' self-perceived level of skills, confidence and anxiety were assessed before and after the simulation sessions. RESULTS: Students reported significant increases in their confidence level following simulation sessions. They perceived themselves as much better prepared for working with real patients in upcoming clinical placements. CONCLUSION: Simulation-based learning experience in a controlled environment enhances preclinical SLP students' perceived confidence levels and clinical competence.