In this article, we will focus on a specific aspect of the simulation learning experience: the debrief. The Q&A will address the importance of the debrief as part of the learning process. Research and evidence-based practices for debriefing will be discussed.

This course addresses the perspectives of a graduate student who has experienced simulations as part of her clinical training program. We will probe her thoughts on the strengths and limitations of this application. She will provide us with insights about how simulations can best be integrated into a graduate curriculum.

The course will review ASHA Council for Clinical Certification (CFCC) requirements for the supervision of clinical simulations in communication sciences and disorders (CSD) programs. Guidelines and methodologies for supervising three types of simulation modalities (standardized patients, computer-based simulations, and manikins/part-task trainers) will be discussed.

This course provides information on the status of simulations within the field of Communication Sciences and Disorders. It provides an overview of types of simulations and possible uses based on program needs.

This SIMQ article interviews Lauren Mullen, the simulation lab director at James Madison University, about some of the common misconceptions surrounding the use of simulations and reviews best practices in simulation education.

This SIMQ article provides key information regarding the current status of simulations in CSD, including a discussion of the factors that account for the emerging interest in this learning tool. This article will help educators to better understand some of the background and evidence in support of simulations in healthcare education.

This course will provide an overview of Simucase, an online simulation platform, and examine the benefits of incorporating computer-based simulations into Communication Sciences & Disorders (CSD) programs. Guidelines for supervising simulations and awarding clinical contact hours will be described. Methodologies for pre-briefing, providing feedback and debriefing students will be discussed.

This course will review the process for designing and implementing clinical simulations to meet the specific goals and objectives of a CSD program. Steps for identifying program needs, selecting assessment and evaluation methods, choosing simulation modalities, and designing simulation events will be analyzed.

Simulations are intended to build clinical competencies. In this course, methods for improving students’ clinical knowledge and interprofessional competencies through simulations will be examined. Research studies analyzing the efficacy of computer-based simulations, such as SimuCase, will be shared and a rubric for assessing students’ clinical skills will be discussed. This course is open-captioned.

Simulation-based clinical education provides students with a sophisticated, controlled, learner-centered experience that allows for repeated practice of clinical decision-making skills in a risk-free environment. The success of a simulation-based curriculum is determined by a well-designed teaching plan founded on strong instructional guidance. Simulation activities, regardless of the modality, must support the learning objectives of a course, as well as utilize an evidence-based teaching approach to promote higher levels of cognitive function, including analysis, synthesis and evaluation (Bloom, 1956), and facilitate student learning. This course will review the practical aspects of implementing simulation into Communication Sciences & Disorders (CSD) clinical education using an evidence-based instructional model.