Abstract
COVID-19 has forced educational institutions to increasingly rely on technology to provide appropriate clinical experiences for students. Simulations and case studies have been used for decades, but COVID-19 thrust these resources into the forefront of clinical education. Clinical simulation (CS) is the use of alternative methods in the clinical preparation of students (American-Speech-Language-Hearing Association [ASHA], 2020). Forms of CS include simulators, standardized patients, virtual patients, digital mannequins, immersive reality, task trainers, and computer-based interactive experiences and often incorporate case studies (ASHA). This article draws upon clinical education in the primary certification fields for those who practice orofacial myofunctional therapy: speech-language pathology and dentistry. It is designed to be a CS primer for these clinicians by presenting types of simulation-based learning, experiences specific to orofacial myofunctional disorders (OMDs), advantages and disadvantages, supporting evidence, best practices, and enhancement of critical thinking skills. There is a need to increase the representation of OMD-related content in CS experiences.
Keywords
clinical simulation, orofacial myofunctional disorders, COVID-19, clinical education
Suggested Citation
Reed, H. C.
(2020). An introduction to clinical simulation (CS) for orofacial myologists: COVID-19’s impact on clinical education.
International Journal of Orofacial Myology and Myofunctional Therapy,
46(1), 48-58.
DOI: https://doi.org/10.52010/ijom.2020.46.1.5
