Communication Skills Development In SpeechLanguage Therapy SLT Students

Communication Skills Development In Speech-Language Therapy (SLT) Students in Chile C. Arancibia 1 -2 S. , E. Cosoi 2, P. 1 Department of Speech-Language Therapy & Faculty of Medicine- University of Chile 2 Clinical Skills Center, University of Chile Introduction • SPs and OSCEs have been used worldwide to assess the clinical skills and competencies of students. • Their adoption for SLT education is very limited. Communication skills are essential part of SLT training because it deals with the treatment of patients with oral communication and swallowing disorders. • Clinical skills simulation with standardized patients (SP) for SLT students might be an important learning tool for developing their communication skills in a standardized setting. • Our Clinical Skills Center (CSC) started employing SPs since 2012. Methods • A clinical assessment activity (OSCE) was organized for obtaining medical data history, counseling and communication skills. • Fifty 2 nd year SLT students, 3 different SPs and 7 faculty members participated. • SPs and faculty members received training in assessment. • Communication was assessed using the Master Interviewing Rater Scale (MIRS). • The students who have been trained in speech therapy intervention and had participated in a communication skill workshop focused on clinical interview, patient and caregivers counseling and skills to evaluate patients requiring SLT. • The OSCE included 5 scenarios in the areas of child language, adult communication, voice and audiology and oro-facial motor impairment. . 10. 0 Performace of SLT Students 9. 0 8. 0 7. 0 6. 0 5. 0 Mean 4. 0 3. 0 2. 0 1. 0 VOICE DISORDERS ADULT COMMUNICATION (STROKE) CHILD DEAFNESS CHILD LANGUAGE IMPAIRMENT ORAL MOTOR IMPAIRMENT WRITTEN CASE Conclusions Objectives • To evaluate if SPs in an OSCE could become an effective tool for developing therapeutic bond, empathy and effective communication in SLT students. RESEARCH POSTER PRESENTATION DESIGN © 2012 www. Poster. Presentations. com Results One hundred percent of students passed the OSCE. The average score was 7. 5 out of a maximum of 10 points. A station that evaluated communication skill had an average o 6 The station that evaluated orofacial motor impairment had 9 points. • The results would seem to indicate that SPs could present in a standardized manner within a SLT context, • confirming the value of their inclusion in clinical education programs. • The development and evaluation of Communication skills in SLT clinical interview is critical in students training. • Previous activities that we have done with students, like clinical interview workshops and role playing helped to achieve that all students approved it. • We are planning to include these activities as part of the curricula of SLT students. References • Hill, A. E. , Davidson, B. J. & Theodoros, D. G. (2010) A review of standardized patients in clinical education: Implications for speech language pathology programs. International Journal of Speech. Language Pathology, 12, 259 -270. • Mavis, B. , Turner, J. , Lovell, K. , Wagner, D. (2006) Faculty, students, and actors as standardized patients: Expanding opportunities for Performance assessment. Teaching and Learning in Medicine, 18, 130 -136. • Pfeiffer C. , Kosowicz L. , Holmboe E. , Wang Y. (2005) Face-to-Face Clinical Skills Feedback: Lessons From the Analysis of Standardized Patients’ Work Teaching and Learning in Medicine, 17(3), 254– 257 • Zraick, R. I. , Allen, R. M. , & Johnson, S. B. (2003) The use of standardized patients to teach and test interpersonal skills with students in speech-language pathology. Advances in Health Sciences Education. 8, 237 -248.