Simulation in academic context and clinical skills in speech therapy students: A systematic review

Abstract

The level of acceptance and integration of simulation practices has grown across the board in different educational contexts, including speech therapy. Simulation makes it possible to learn and/or directly apply acquired knowledge in a safe environment, but it is unclear whether these skills are transferred to clinical practice. The aim is to analyze the relationship between simulation practices in an academic context and the clinical skills of speech therapy students. This systematic literature review followed PRISMA guidelines. The primary studies were extracted by two authors from the PubMed-central, SciELO and EBSCOhost databases without time or language restrictions. The articles were independently entered into the Rayyan program to manage the process of screening, selection, and duplication of results. Methodological quality was assessed using the Effective Public Health Practice Project's Quality Assessment Tool for Quantitative Studies grid. The search yielded 590 articles for screening, and six were considered eligible. There are reported positive effects of simulation practices in an academic context, especially high-fidelity simulations (e.g., mannequins; virtual reality case studies) on interpersonal clinical skills, assessment, intervention, and follow-up, as well as students' self-perception, anxiety, and stress. The level of evidence ranged from low to moderate. The benefits reported in the literature support the integration of educational simulation practices in undergraduate and master's degree contexts in Speech Therapy as a complement to more traditional learning practices.