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    Virtual patient clinical placements improve student communication competence

    Access Status
    Fulltext not available
    Authors
    Robinson, K.
    Allen, Peter
    Quail, M.
    Beilby, Janet
    Date
    2018
    Type
    Journal Article
    
    Metadata
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    Citation
    Robinson, K. and Allen, P. and Quail, M. and Beilby, J. 2018. Virtual patient clinical placements improve student communication competence. Interactive Learning Environments.
    Source Title
    Interactive Learning Environments
    DOI
    10.1080/10494820.2018.1552869
    ISSN
    1049-4820
    School
    School of Psychology
    URI
    http://hdl.handle.net/20.500.11937/73748
    Collection
    • Curtin Research Publications
    Abstract

    © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. 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 h2p =.710). Furthermore, the students’ post-placement self-ratings were significantly higher than their retrospective pre-placement ratings (median dav = 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.

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