Integration of team-based learning and simulation-based learning in clinical education of infant feeding and swallowing assessment and management of speech-language pathology students: a retrospective pre-post intervention study.

Authors

Connie Ching-Yin Kwan, Kelly Ann Weir, Raymond Fong, Valerie Jane Pereira, Thomas Law

Published in

BMC medical education. Volume 25. Issue 1. Pages 1228. Aug 30, 2025. Epub Aug 30, 2025.

Abstract

Infant feeding and swallowing disorders are becoming more prevalent, resulting in an increased caseload for speech-language pathologists. However, clinical training for speech-language pathology students is often insufficient, primarily due to the vulnerability of the infant population and the absence of well-established training approaches. Simulation-based learning helps mitigate the challenges associated with frail clients, while team-based learning offers a systematic training framework. This study evaluates the effectiveness of combining these two approaches as a novel strategy for clinical education in this demanding clinical field.
Using a single-group, pre-post intervention design, forty final year speech-language pathology master's students participated in the study. They participated in an infant feeding and swallowing simulation clinic utilising the steps of team-based learning approach. Pre-and post- clinic knowledge test and level of clinical confidence were compared.
Students exhibited significant gains in knowledge following the integrated approaches clinic. Of the forty students, twenty-five students completed both the pre- and post-clinic survey and demonstrated a significant increase in their clinical confidence on managing infant feeding and swallowing disorders.
The findings validate the positive impact of combining simulation-based learning with a team-based learning approach in improving students' learning outcomes. This novel approach offers a better organised and hierarchical framework for teaching complex clinical areas in medical education.
IRB/REC Reference No. 2024.392.

PMID:
40885933
Bibliographic data and abstract were imported from PubMed on 31 Aug 2025.

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