Implementing a Hybrid Clinical Simulation Program to Improve Speech-Language Pathology Graduate Student Preparedness in Caring for the Multiple Sclerosis Population

Objective: This clinical focus article describes the development, implementation, and outcomes of an interactive learning program utilizing a hybrid clinical simulation approach to enhance the readiness of speech-language pathology graduate students to care for individuals with multiple sclerosis (MS). Method: This disease-specific experiential learning program combined asynchronous learning with clinical simulation using a volunteer MS patient, providing speech-language pathology master's students with an opportunity to apply disorder-specific knowledge in a disease-specific hands-on clinical experience. Six second-year students participated in this pilot program. They completed surveys before and after participation to assess their growth in knowledge and confidence in MS care. Results: Participation in a hybrid-style program increased students' knowledge of MS and improved clinical self-efficacy (CSE) across all domains of speech-language pathology practice. The combination of asynchronous learning and clinical simulation enabled students to gain essential knowledge about the fundamentals of MS, examine their role as speech-language pathologists in caring for persons with MS, and directly apply newly acquired information and skill. Conclusions: Integrating disease-specific clinical simulation and learning experiences within 2-year speech-language pathology master's programs exposes students to a patient population they may not otherwise encounter during their clinical training. There is potential to broaden this programming to include various disease types and additional simulated areas of clinical responsibility, thereby enhancing student knowledge, CSE, and preparedness to practice in a variety of health care settings. Supplemental Material: https://doi.org/10.23641/asha.34541130