University of Newcastle Leverages VR for Innovative Speech Therapy Programs

The University of Newcastle is transforming the training experience for future speech pathologists by incorporating virtual reality (VR) technology into its curriculum. This innovative approach allows students to engage in immersive, real-world scenarios such as virtual clinics and practical training environments, providing them with invaluable field experience. Joanne Walters, a lecturer of speech pathology at the university, explained to Digital Nation the digital learning experience that enables students to practice and refine their skills in a controlled, yet realistic setting.

A key challenge in traditional speech pathology education, Walters noted, was the difficulty in replicating real-world experiences in the classroom. One example of this challenge was teaching students the process of conducting an oral musculature assessment. This procedure, where students assess the structure and function of a child’s mouth, was traditionally practiced on adult classmates, which, according to Walters, failed to provide the realistic practice needed. “The oral anatomy of an adult is very different compared to a child,” Walters explained, leading to limited opportunities for students to truly understand how the procedure would feel when working with a child.

To address this gap in training, the university began exploring the use of virtual reality technology around 2019. Walters explained that the university’s search for new methods of teaching led them to collaborate with Start Beyond, a company specializing in VR solutions. The partnership resulted in a grant-funded project that would enable students to practice the oral musculature assessment in a virtual environment before they interacted with real children during their clinical placements.

The VR technology provides students with a more immersive and realistic learning experience. Students can now engage in virtual clinics where they perform assessments on virtual children, helping them build confidence and competence before entering actual clinical settings. “Virtual reality has allowed us to have a more immersive, but also a more realistic experience for our students,” Walters emphasized, noting that students gain practical skills they can apply in the real world. This technology helps bridge the gap between theoretical knowledge and practical application, preparing students for the challenges they will face in their careers as speech pathologists.

The use of VR in speech pathology education also taps into the interests and skills of many students, who often have a strong affinity for technology and gaming. Walters observed that students were excited to use the technology, which was both new and innovative in their field. “One of the aspects of using the technology for our students is that it is something that’s fairly new and fairly innovative for them to use, but it’s a technology that’s starting to be used clinically,” she said. The VR-based training not only engages students but also provides them with an opportunity to control their learning experience, allowing for personalized practice that boosts their confidence.

In clinical practice, speech pathologists are increasingly exploring how VR could be integrated into their work. Walters mentioned that exposing students to this technology aligns with current trends in the field, where speech pathologists are starting to investigate how VR can be used to enhance treatment and training. The VR experience also addresses another critical aspect of speech pathology training: working with children. Many students initially report feeling anxious about interacting with young children, but the virtual training offers a safe and supportive environment for them to practice. Students can choose from different virtual children, such as a four-year-old or a six-year-old, and perform the oral musculature assessment in a clinic setting, helping them build familiarity and reduce anxiety.

The initial phase of the VR training began in 2020 with a cohort of about 25 students, who provided positive feedback on the technology. “Initially our students went, ‘This is cool.’ They were very taken with the technology,” Walters recalled. However, as students progressed through the training, they began to recognize the value of the immersive experience. “Then when they went through the procedure and … they started to go, ‘Wow, this is great because I can almost control my own learning’,” Walters said, highlighting how VR allowed students to take an active role in their education.

The university is now expanding its VR offerings, with the development of a second module designed to teach students how to identify variations in anatomy that they may encounter in children. This new module will introduce students to scenarios where children have unique anatomical conditions, such as a tongue tie, a high palate, or enlarged tonsils, further diversifying the range of experiences students can have in the virtual environment.

Walters emphasized the importance of industry partnerships in developing content that is both educational and realistic. She noted that students entering tertiary education today have different expectations than those from 15 years ago, and they are increasingly seeking innovative and engaging ways to learn. “I feel that our students are wanting more from that learning environment and looking at different ways to learn,” she said. Through its partnership with Start Beyond and other industry partners, the university is able to provide students with cutting-edge tools and techniques that support their development as future professionals.

Looking ahead, Walters believes that virtual reality has a significant role to play in education, particularly in fields like speech pathology. As the technology continues to evolve, she envisions further integration of VR into the curriculum, allowing students to engage in even more advanced and varied scenarios. The partnership with industry has been crucial in developing this program, and Walters encourages continued collaboration between universities and technology companies to provide students with the most effective and innovative learning experiences.