Abstract
Assessment is an ongoing process that is necessary at every stage of designing, implementing, and evaluating simulation-based learning experiences (SBLEs). Designing and aligning a high-quality assessment process provides instructors and researchers with valuable data to understand if students have met the desired simulation learning objectives, where students are in their learning, and opportunities to enhance the SBLE. This reflection discusses the importance of assessing student learning outcomes as well as the effectiveness of all simulation-based learning experiences (SBLEs) in communication sciences and disorders (CSD). While the benefits and effectiveness of simulation have been demonstrated in other health professions, simulation research is in its beginning in CSD. Building the evidence to inform systematic integration of simulation into CSD curricula and to further best practices in our field is essential. Further, to advance the Scholarship of Teaching and Learning (SoTL) in simulation, researchers and instructors must disseminate their findings, measures and tools, assessment processes, and even simulation scenarios. Dissemination serves to enhance evidence-based education practices and further validate the assessment processes we are using to ensure quality simulation.
Recommended Citation
Clinard, E. S.
(2020).
Assessing Outcomes of Simulation in Communication Sciences and Disorders.
Teaching and Learning in Communication Sciences & Disorders, 4(3).
DOI: https://doi.org/10.30707/TLCSD4.3/GZQR2615
Included in
Scholarship of Teaching and Learning Commons, Speech and Hearing Science Commons, Speech Pathology and Audiology Commons
