{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T08:56:25Z","timestamp":1787907385539,"version":"build-2784847793"},"reference-count":51,"publisher":"AOSIS","issue":"1","license":[{"start":{"date-parts":[[2024,9,30]],"date-time":"2024-09-30T00:00:00Z","timestamp":1727654400000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"abstract":"<jats:p>Background: The use of simulation to enhance knowledge translation and bridge the theoretical-clinical gap to enhance clinical training and competency in health professions has received mixed reviews in the literature.\n\nObjectives: This research examined student perspectives of a simulation laboratory in speech therapy to improve students\u2019 clinical competency when working with adults with communication and dysphagia impairments.\n\nMethod: An exploratory descriptive pilot study was conducted in 2022 with 16 third-year speech-language therapy students. This mixed-methods study involved students completing purposefully developed pre-and post-surveys to explore their experiences with simulated teaching and learning and their perceptions of confidence. Data were analysed using an independent t-test. Following the surveys, the students participated in a focus group discussion about their simulation experience, and data were analysed using thematic analysis.\n\nResults: Student ratings of clinical skills improved from pre to post-simulation significantly overall and across six out of the eight items. The focus group revealed insights into students\u2019 experiences, highlighting increased confidence, the benefits of making mistakes in a safe environment and improved preparedness to work with dysphagia in patients.\n\nConclusion: While simulation serves as a valuable tool in enhancing clinical skills and building confidence, it must be used as an adjunct to real-life exposure and not as a replacement.\n\nContribution: The integration of both simulated and real-life experiences is essential to provide a comprehensive and practical learning environment for students.<\/jats:p>","DOI":"10.4102\/sajcd.v71i1.1060","type":"journal-article","created":{"date-parts":[[2024,9,30]],"date-time":"2024-09-30T07:54:32Z","timestamp":1727682872000},"update-policy":"https:\/\/doi.org\/10.4102\/crossmark-policy","source":"Crossref","is-referenced-by-count":5,"title":["Student perspectives of simulated learning to improve their dysphagia management"],"prefix":"10.4102","volume":"71","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6388-0960","authenticated-orcid":false,"given":"Skye N.","family":"Adams","sequence":"first","affiliation":[{"id":[{"id":"https:\/\/ror.org\/03rp50x72","id-type":"ROR","asserted-by":"publisher"}],"name":"University of the Witwatersrand"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6624-1558","authenticated-orcid":false,"given":"Kelly-Ann","family":"Kater","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/03rp50x72","id-type":"ROR","asserted-by":"publisher"}],"name":"University of the Witwatersrand"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2402-3947","authenticated-orcid":false,"given":"Jaishika","family":"Seedat","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/03rp50x72","id-type":"ROR","asserted-by":"publisher"}],"name":"University of the Witwatersrand"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2580","published-online":{"date-parts":[[2024,9,30]]},"reference":[{"key":"ref0","doi-asserted-by":"crossref","unstructured":"Ackah, M., Yeboah, C.O., & Ameyaw, L. 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