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Simulation can replace part of speech-language pathology placement time: A randomised controlled trial ...
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Simulation can replace part of speech-language pathology placement time: A randomised controlled trial ...
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A framework to support the development of quality simulation-based learning programmes in speech-language pathology
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Student perceptions of factors that influence clinical competency in voice
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Factors contributing to clinician training and development in the clinical area of laryngectomy and tracheoesophageal voice
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A framework to support the development of quality simulation-based learning programmes in speech-language pathology
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Simulation can replace part of speech-language pathology placement time: a randomised controlled trial
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Determining global citizenship capabilities for speech-language pathologists and other health professionals: a study protocol
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Global citizenship: Defining capabilities for speech-language pathology
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In: School of Health and Human Sciences (2019)
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Speech and language therapists’ reflections on developing and maintaining confidence in tracheoesophageal speech rehabilitation
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Global citizenship: Defining capabilities for speech-language pathology
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Global citizenship: defining capabilities for speech-language pathology
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A tool for assessing case history and feedback skills in audiology students working with simulated patients
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Simulated patients versus seminars to train case history and feedback skills in audiology students: a randomized controlled trial
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Abstract:
Objective: To compare simulated patients (SP) versus seminars for training audiology students to take a case history and give feedback with adult patients. Design: A randomized controlled trial with cross-over. Study sample: Twenty-four audiology students, five SPs, two clinical educators (CE) and three evaluators. Students were randomly allocated to Group 1 who completed SP then seminar training or Group 2 who completed seminar then SP training. The SP training saw each student work with an SP in a clinic room and receive individualized feedback. The seminar training saw the student group work with a single CE in a lecture room and receive group feedback. All students were assessed taking a case history and giving feedback to an SP before, between, and after the training blocks. Results: Mixed model analyses of derived factors for case history and feedback showed significant (p
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Keyword:
1203 Language and Linguistics; 3310 Linguistics and Language; 3616 Speech and Hearing; Case history; Feedback; Randomized controlled trial; Seminars; Simulated patients (SPs); Student assessment
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URL: https://espace.library.uq.edu.au/view/UQ:408877
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The future of speech pathology in aged care: Students’ confidence and interest in working with older people
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Developing clinical skills in paediatric dysphagia management using human patient simulation (HPS)
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Assessment of student competency in a simulated speech-language pathology clinical placement
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