Virtual Patient Clinical Placements Improve Student Communication Competence

Autor/inn/en	Robinson, Kate E.; Allen, Peter J.; Quail, Michelle; Beilby, Janet
Titel	Virtual Patient Clinical Placements Improve Student Communication Competence
Quelle	In: Interactive Learning Environments, 28 (2020) 6, S.795-805 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allen, Peter J.) ORCID (Quail, Michelle) ORCID (Beilby, Janet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1552869
Schlagwörter	Computer Simulation; Patients; Interpersonal Competence; Interpersonal Communication; Undergraduate Students; Allied Health Occupations Education; Communication Skills; Knowledge Level; Self Esteem; Pretests Posttests; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Patient; Interpersonale Kompetenz; Interpersonale Kommunikation; Kommunikationsstil; Wissensbasis; Self-esteem; Selbstaufmerksamkeit; Ausland; Australien
Abstract	Effective communication is a generic competency essential to clinical practice. However, access to work-integrated placements where such competencies are traditionally developed is diminishing, compelling universities to develop supplementary placement opportunities in the form of simulated learning environments (SLE). Virtual or digital patient (VP) placements are an attractive SLE model, but evidence of their efficacy for developing student communication competence is limited. In the current study, 82 second-year undergraduate speech pathology students completed one half-day placement, requiring them to use conversation interaction skills to build rapport with a VP across two 10-minute interactions, separated by clinical educator (CE) feedback and self-reflection. Each student's interactions were rated by CEs on 25 communication competencies and, following the second interaction, students completed retrospective pre-placement and post-placement self-ratings of their communication skills, knowledge and confidence. CEs' ratings of students' performance were significantly higher following the second interaction than they were following the first (median n[superscript 2][subscript p] = 0.710). Furthermore, the students' post-placement self-ratings were significantly higher than their retrospective pre-placement ratings (median d[subscript av] = 1.25). These findings suggest that VP placements as simulated clinical learning opportunities support speech pathology education, and may have positive implications for all health professions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01