Communication Skills Development In Speech-Language Therapy (SLT) Students in Chile C. Arancibia1-2 S., E. Cosoi2, P. 1Department of Speech-Language Therapy & Faculty of Medicine- University of Chile 2Clinical Skills Center, University of Chile. Introduction Methods SPs and OSCEs have been used worldwide to assess the clinical skills and competencies of students. Their adoption for SLT education is very limited. Communication skills are essential part of SLT training because it deals with the treatment of patients with oral communication and swallowing disorders. Clinical skills simulation with standardized patients (SP) for SLT students might be an important learning tool for developing their communication skills in a standardized setting. Our Clinical Skills Center (CSC) started employing SPs since 2012. A clinical assessment activity (OSCE) was organized for obtaining medical data history, counseling and communication skills. Fifty 2nd year SLT students, 3 different SPs and 7 faculty members participated. SPs and faculty members received training in assessment. Communication was assessed using the Master Interviewing Rater Scale (MIRS). The students who have been trained in speech therapy intervention and had participated in a communication skill workshop focused on clinical interview, patient and caregivers counseling and skills to evaluate patients requiring SLT. The OSCE included 5 scenarios in the areas of child language, adult communication, voice and audiology and oro-facial motor impairment. Conclusions The results would seem to indicate that SPs could present in a standardized manner within a SLT context, confirming the value of their inclusion in clinical education programs. The development and evaluation of Communication skills in SLT clinical interview is critical in students training. Previous activities that we have done with students, like clinical interview workshops and role playing helped to achieve that all students approved it. We are planning to include these activities as part of the curricula of SLT students. Results Objectives References To evaluate if SPs in an OSCE could become an effective tool for developing therapeutic bond, empathy and effective communication in SLT students. One hundred percent of students passed the OSCE. The average score was 7.5 out of a maximum of 10 points. A station that evaluated communication skill had an average o 6 The station that evaluated orofacial motor impairment had 9 points. Hill, A. E., Davidson, B. J. & Theodoros, D. G. (2010) A review of standardized patients in clinical education: Implications for speech language pathology programs. International Journal of Speech- Language Pathology, 12, 259-270. Mavis, B., Turner, J., Lovell, K., Wagner, D. (2006) Faculty, students, and actors as standardized patients: Expanding opportunities for Performance assessment. Teaching and Learning in Medicine, 18, 130-136. Pfeiffer C., Kosowicz L., Holmboe E., Wang Y. (2005) Face-to-Face Clinical Skills Feedback: Lessons From the Analysis of Standardized Patients’ Work Teaching and Learning in Medicine, 17(3), 254–257 Zraick, R. I., Allen, R. M., & Johnson, S. B. (2003) The use of standardized patients to teach and test interpersonal skills with students in speech-language pathology. Advances in Health Sciences Education. 8, 237-248.