Student Meaning Ascribed to Remote, Simulated Clinical Experiences: A Phenomenological Study

Introduction: Questions remain whether recent allowances for remote, simulated clinical experiences adequately prepare students for clinical placements. Recent literature reveals positive student perceptions and descriptions of their experiences with simulation that include repeated practice with a broad range of patient types and disorders, trial and error, and mastery of skills without the pressure of a patient. While there are several benefits, limitations may include the inability to recreate a real-life scenario and the risk of repeated clinical errors. Clinical simulation best practices include clear learning objectives, use of technology with realistic engagement of learner and avatar, and a facilitator–learner prebriefing and debriefing component with feedback and self-reflection. There is limited research with an in-depth focus on how participants describe their experiences and the meaning they attribute to remote, clinical simulation experiences. Purpose: This phenomenological study examines the meaning Communication Sciences and Disorders graduate students ascribe to their remote, simulated clinical experience. Results: The following thematic clusters emerged from participant responses: (a) Interpersonal Communication, (b) Practicality, (c) Authenticity, and (d) Organization. Discussion: While simulated experiences are described as less stressful for learning, they also lack flexibility and authenticity when compared to direct in-person client contact experiences.