Using Video Simulations for Assessing Clinical Skills in Speech-Language Pathology Students
A common challenge for clinical training programs is helping students apply academic knowledge to clinical settings. Authentic assessment using simulation offers a unique approach to bridging this gap. Miller’s pyramid provides a framework for competency-based education that integrates formative as...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Indiana University Office of Scholarly Publishing
2022-12-01
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| Series: | Journal of Teaching and Learning with Technology |
| Subjects: | |
| Online Access: | https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/34352 |
| _version_ | 1828086199160406016 |
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| author | Abby Hemmerich Jerry Hoepner |
| author_facet | Abby Hemmerich Jerry Hoepner |
| author_sort | Abby Hemmerich |
| collection | DOAJ |
| description |
A common challenge for clinical training programs is helping students apply academic knowledge to clinical settings. Authentic assessment using simulation offers a unique approach to bridging this gap. Miller’s pyramid provides a framework for competency-based education that integrates formative assessment and feedback at each stage of student learning. A multi-part assignment that builds from gathering data following a specific protocol (i.e., basic level), moves through interpretation of data (i.e., intermediate level), and then using that data to direct next steps (i.e., advanced level) scaffolds student learning toward clinical practice. Review of past student assignments indicated better performance on intermediate and advanced skills when using a video-based, multi-component assignment as compared to the original assignment design. Incorporating video components allows simulation of rare clinical populations, while also replicating current telepractice service provision. By simulating patient interactions, the instructor replicates real world challenges, allowing the students to demonstrate in-the-moment problem solving and clinical responsiveness.
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| first_indexed | 2024-04-11T04:52:08Z |
| format | Article |
| id | doaj.art-614c3db6a1ec49a8bd5a944ec5e0561a |
| institution | Directory Open Access Journal |
| issn | 2165-2554 |
| language | English |
| last_indexed | 2024-04-11T04:52:08Z |
| publishDate | 2022-12-01 |
| publisher | Indiana University Office of Scholarly Publishing |
| record_format | Article |
| series | Journal of Teaching and Learning with Technology |
| spelling | doaj.art-614c3db6a1ec49a8bd5a944ec5e0561a2022-12-27T03:29:12ZengIndiana University Office of Scholarly PublishingJournal of Teaching and Learning with Technology2165-25542022-12-0111110.14434/jotlt.v11i1.34352Using Video Simulations for Assessing Clinical Skills in Speech-Language Pathology StudentsAbby Hemmerich0Jerry Hoepner1a:1:{s:5:"en_US";s:36:"University of Wisconsin - Eau Claire";}University of Wisconsin-Eau Claire A common challenge for clinical training programs is helping students apply academic knowledge to clinical settings. Authentic assessment using simulation offers a unique approach to bridging this gap. Miller’s pyramid provides a framework for competency-based education that integrates formative assessment and feedback at each stage of student learning. A multi-part assignment that builds from gathering data following a specific protocol (i.e., basic level), moves through interpretation of data (i.e., intermediate level), and then using that data to direct next steps (i.e., advanced level) scaffolds student learning toward clinical practice. Review of past student assignments indicated better performance on intermediate and advanced skills when using a video-based, multi-component assignment as compared to the original assignment design. Incorporating video components allows simulation of rare clinical populations, while also replicating current telepractice service provision. By simulating patient interactions, the instructor replicates real world challenges, allowing the students to demonstrate in-the-moment problem solving and clinical responsiveness. https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/34352competency-based educationvideoVideoconferencingformative assessment |
| spellingShingle | Abby Hemmerich Jerry Hoepner Using Video Simulations for Assessing Clinical Skills in Speech-Language Pathology Students Journal of Teaching and Learning with Technology competency-based education video Videoconferencing formative assessment |
| title | Using Video Simulations for Assessing Clinical Skills in Speech-Language Pathology Students |
| title_full | Using Video Simulations for Assessing Clinical Skills in Speech-Language Pathology Students |
| title_fullStr | Using Video Simulations for Assessing Clinical Skills in Speech-Language Pathology Students |
| title_full_unstemmed | Using Video Simulations for Assessing Clinical Skills in Speech-Language Pathology Students |
| title_short | Using Video Simulations for Assessing Clinical Skills in Speech-Language Pathology Students |
| title_sort | using video simulations for assessing clinical skills in speech language pathology students |
| topic | competency-based education video Videoconferencing formative assessment |
| url | https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/34352 |
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