Enhancing Preparedness: The Role of Simulation in Adult Dysphagia Training for Speech- Language Pathology Students Before Clinical Placement

Simulation is an increasingly recognised teaching tool in healthcare education but there is limited evidence on how simulation is incorporated into a speech language pathology (SLP) curriculum using pedagogy and how students learn from a simulation to teach adult dysphagia. This study aimed to evaluate the use of low tech (i.e. simulated patients) simulation in teaching adult dysphagia management to final-year SLP students and to provide evidence for its integration within a resource-limited setting. This study used a qualitative pre-test post test design using questionnaires and self reflections to gather data. This data were analysed using content analysis and it included 8 questionnaires and 15 self-reflections. The results indicated that simulation significantly enhanced students’ skills, knowledge, critical thinking, and empathy while reducing anxiety when on clinical placement. Students reported an improved understanding of patient experiences and the importance of communication in their sessions. The debrief emerged as a critical component, fostering peer learning, safe spaces for reflection, and alignment with learning objectives. This study demonstrates that even low-tech simulation options can be effective in resource-limited contexts, supporting the development of both direct clinical skills and essential soft skills like empathy and understanding patient experiences. The findings emphasize the importance of integrating structured debriefs and creating safe learning environments for students.