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SIMQ: A Student Perspective of Simulations for Clinical Training

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1.  What type of simulations was Samantha involved with as a graduate student? role-playing, manikins, and computer based standardized patients and avatars manikins and task trainers none of the above

2.  Samantha shared an experience in which she and a classmate played a patient and SLP conducting a clinical exam in a room set up like a hospital. Which type of simulation does this best exemplify? digitized manikin virtual reality role-play computer-based simulation

3.  What was the clinical experience represented in the manikin sim lab experience? pediatric swallowing child phonological disorder tracheostomy care ASD

4.  Which factors of the sim lab experience added most to the reality of the scenario? texture of the manikins skin the facial features of the manikin the responsive of the manikin to positioning the pre-brief

5.  What are the two modes in Simucase that were used by the students when completing the cases as described in this article? Learning mode and assessment mode Formative mode and learning mode Graded mode and ungraded mode Guided mode and summative mode

6.  What aspect of simulations did Samantha find most beneficial? the high tech manikins the hospital setting feedback on performance the pre-brief

7.  According to this students experience, how should programs proceed in expanding the use of simulations into graduate programs? add two simulations per year hire an outside consultant purchase high tech mechanisms develop a well-thought out plan for integration

8.  Which statement is true about group work in simulation? simulations can include an element of individual and group work group work was beneficial to the student group work can be done before, during or after the simulation experience all of the above

9.  According to Samantha, how have students responded to simulations? with great enthusiasm with much anxiety initially with anxiety but then transforms to enthusiasm with indifference

10.  In which stage of the simulation process did reflection, reporting of test results and recommendations occur? pre-brief standardized patients classroom debrief