Student Reflections in Simulated Speech and Language Therapy Placements Using Telehealth and In-Person Formats: A Qualitative Study.
Abraham Lincoln Wono, Amani Bell, Elizabeth Bourne
PMID 41834244WHAT IT FOUND
SLT students reflected on the same five learning themes after the first day of telehealth and in-person simulated placements: client-centred communication, emotions, collaboration, learning from others and therapeutic approaches.
Format-specific concerns were masks and documentation in person, video calls and time management online.
Key findings
01Students in both telehealth and in-person simulation reflected on five common learning themes: client-centred communication, emotions, working collaboratively, learning from and with others, and therapeutic approaches.
02Four subthemes differed by format: telehealth reflections included video-call communication and tension between time management and allowing the client to speak; in-person reflections included communicating with a mask and documentation during the session.
03Students described nervousness as a main emotion and valued feedback from peers, educators and the actor playing the client.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
Only consenting students were analysed: 23 of 85 telehealth students and 16 of 64 in-person students. The findings come from a single simulation program at a single university. Differences could reflect variations in educators, actors or students rather than format alone. Researchers were staff or a student at the same university, and member checking was not used. Telehealth themes were analysed first and may have influenced coding of the in-person themes. Some original posts could not be accessed, only comments, which may have affected interpretation. The reflection posts followed a package of pre-briefing, debriefing, peer comments, educator feedback and actor feedback, so the contribution of any single component cannot be separated. The study reports student reflections, not measured clinical competence or patient outcomes.
The easy way to misread this
Do not read the similar themes as proof that telehealth and in-person simulation produce equal clinical competence. The study reports reflections from a single university program, not measured competence or patient outcomes.
Summarised by AI from the full paper, without a clinician reviewing it. Check it against the source before it changes what you do. Read it on PubMed →