Abstract：
Phenomenon: This study explored experiences of simulation-based clinical education in the Speech-Language Pathology and Audiology professions in South Africa, a Global South context where research on this topic is limited. In this context, the COVID-19 pandemic brought simulation to the forefront of clinical education as a training solution when in-person encounters were impossible. As these simulation-based training approaches gain traction, with continued use post-pandemic, it is important to understand how they are currently being used so that appropriate support can be offered to ensure their efficiency and success in the future. Approach: We distributed a survey to South African university departments offering Speech-Language Pathology and Audiology training, inviting participation from students across years of study and clinical educators. Data were collected between October 2022 and February 2023. Twelve responses were received: three from clinical educators and nine from students. We analyzed the responses using descriptive statistics and a domain summary approach. Findings: Simulated activities were implemented as options for clinical education in South African Speech-Language Pathology and Audiology (SLP/A) programs during the pandemic, albeit in a somewhat haphazard way depending on available resources, often with limited preparation or guidance. Some universities have continued using aspects of simulation training post-pandemic. Insights: Our findings, although preliminary, are somewhat consistent with Global North literature, particularly regarding barriers and challenges to implementing these approaches in clinical education. We offer suggestions for enhancing the support of simulation-based clinical education in our context.
摘要：
现象：本研究探索了南非语言病理学和听力学专业基于模拟的临床教育的经验，a关于这一主题的研究有限的全球南方背景。在这种情况下，COVID-19大流行将模拟带到了临床教育的最前沿，作为一种培训解决方案，而面对面接触是不可能的。随着这些基于模拟的训练方法获得牵引力，随着大流行后的持续使用，重要的是要了解它们目前的使用方式，以便提供适当的支持，以确保它们在未来的效率和成功。方法：我们向南非大学提供语言病理学和听力学培训的部门分发了一份调查，邀请学生参与多年的学习和临床教育工作者。数据是在2022年10月至2023年2月之间收集的。收到了12份答复：3份来自临床教育工作者，9份来自学生。我们使用描述性统计和领域总结方法分析了回复。研究结果：在大流行期间，模拟活动被实施为南非语言病理学和听力学（SLP/A）计划的临床教育选择，尽管在某种程度上依赖于可用资源，通常有有限的准备或指导。一些大学继续使用大流行后模拟训练的各个方面。见解：我们的发现，虽然是初步的，与全球北方文学有点一致，特别是关于在临床教育中实施这些方法的障碍和挑战。我们为在我们的背景下加强基于模拟的临床教育的支持提供建议。
