Coach students in self-directed strategies for asynchronous simulation: start early, take notes, practice in learning mode, and print protocols¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Participants generated peer advice for future students in a computer-based, asynchronous simulation course. They agreed students should "Start early, take notes, and practice in learning mode as much as you can," and specifically recommended printing assessment protocols and keeping one's own data rather than relying only on what the platform displays. Clicking through cases quickly was identified as not beneficial.

Design Implications¶

Context¶

Requirements¶

• Access to the Simucase platform with learning and assessment modes and printable assessment protocols

Constraints¶

• Advice reflects perceptions from one child-language-assessment simulation course and cannot be generalized to intervention or adult simulations

Target Learners¶

• graduate speech-language pathology students

Target Learning Goals¶

• clinical assessment procedures
• test administration and scoring
• independent clinical skill practice

Related Strategies¶

Examples¶

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Key Sources¶

• Elliott, Haley and Brumbaugh, Klaire (2021). Student Perceptions of a Simulated Clinical Experience: A Pilot Study. Teaching and Learning in Communication Sciences & Disorders, 5(1), Article 7. https://doi.org/10.30707/TLCSD5.1.1624982519.538001