University of Newcastle Implements Virtual Reality to Enhance Speech Therapy

The University of Newcastle is pioneering the use of virtual reality (VR) to enhance the training of future speech pathologists, providing students with immersive, field-based experiences that prepare them for real-world clinical practice. Through VR, students engage in virtual scenarios such as clinics where they assess children’s speech, bridging the gap between theoretical knowledge and practical application.

Joanne Walters, a speech pathology lecturer at the university, highlighted the benefits of this innovative approach in a recent interview. She explained how traditional teaching methods presented challenges, particularly in teaching oral musculature assessments, where students previously practiced on each other. This approach was insufficient because adult oral anatomy differs significantly from that of children, leaving students unprepared for clinical placements.

Recognizing these limitations, the university sought alternative methods around 2019, ultimately securing a project grant to explore VR solutions. Collaborating with technology partner Start Beyond, they developed a VR module that allows students to practice oral musculature assessments on virtual pediatric patients before engaging with real children. “VR has given our students a more immersive and realistic experience, helping them gain confidence and proficiency,” Walters said.

The program enables students to interact with virtual children in a clinic setting, choosing between a four-year-old and a six-year-old virtual patient. Students perform oral musculature assessments step-by-step in this controlled environment, which helps reduce anxiety, particularly for those apprehensive about working with children.

Walters noted that many speech pathology students have a natural affinity for technology, making VR a compelling and engaging educational tool. The use of VR mirrors trends in clinical practice, where speech pathologists are beginning to explore how technology can enhance their work. Exposing students to VR not only prepares them for fieldwork but also aligns with industry advancements, providing a forward-looking educational experience.

The initial rollout of the program in 2020 involved approximately 25 students, with surveys revealing strong engagement and enthusiasm for the technology. Walters observed that students appreciated the hands-on, self-directed nature of the VR training. “Initially, they thought it was cool, but as they progressed, they realized the immense value in controlling their own learning journey,” she said.

Building on this success, the university is developing a second VR module focused on variations in oral anatomy. This module introduces students to conditions such as tongue-tie, high palates, and enlarged tonsils, offering exposure to diverse clinical scenarios they might encounter in practice. Walters emphasized the importance of industry collaboration in creating these modules, noting that partnerships have been instrumental in designing effective, cutting-edge educational tools.

Reflecting on the broader implications, Walters highlighted how VR addresses the evolving needs of today’s students, who expect more dynamic and interactive learning environments. “Students entering tertiary education today are very different from those 15 years ago. They seek diverse ways of learning, and VR is helping us meet these expectations,” she explained. The university’s commitment to exploring innovative teaching methods underscores its dedication to preparing graduates who are not only knowledgeable but also confident and competent in their clinical skills.

Looking ahead, Walters is optimistic about the potential for VR in education and plans to continue integrating it into the curriculum. “As an end user of VR, I believe it’s something we should keep pursuing. Our partnership with industry has been invaluable, and the results speak for themselves,” she concluded.