A tool for assessing case history and feedback skills in audiology students working with simulated patients

Hughes, Jane; Wilson, Wayne J.; MacBean, Naomi; Hill, Anne

doi:10.1080/14992027.2016.1214758

Cited by 5 publications

(9 citation statements)

References 24 publications

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“…To our knowledge, Audiology Simulated Patient Interview Rating Scale (ASPIRS) is the only validated tool in the literature that examines the audiology students’ clinical competencies in case-history taking for a SP training [3]. ASPIRS was modified from the original Standardized Patient Interview Rating Scale that was dedicated to evaluating speech pathology student case histories taking with an SP [26].…”

Section: Methodsmentioning

confidence: 99%

“…The first five items in general assessed audiology student communication skills in case history taking (for example, building rapport, proper eye contact, appropriate language etc) and the last items assessed the student abilities in obtaining information from the patient case history. For a detailed review of ASPIRS please refer to Hughes, et al [3]. This tool consisted of two parts where the first part was used to evaluate the interaction of students with SPs during the casehistory-taking and the second part for evaluation of student interaction with SP when delivering feedback to the patients.…”

Section: Methodsmentioning

confidence: 99%

“…The maximum score for the whole ASPIRS was 60 marks, where 30 marks was allocated for case history taking (6 items×5 points) and 30 marks was allocated for feedback (6 items×5 points). ASPIRS had been validated among 24 pre-clinical audiology students undertaking a Master of Audiology in Australia [3]. Because ASPRIS covers the evaluation for audiology student interactions with SP for case-history taking, we decided to use this tool in this present study.…”

Section: Methodsmentioning

confidence: 99%

“…To obtain an effective case history, the students need professional knowledge that includes the fundamental aspects of hearing and balance, and its related disorders. Additionally, students also have to acquire the necessary communication skills that may include appropriate voice projection, confidence level and body language [2,3].…”

Section: Introductionmentioning

confidence: 99%

“…In audiology, the SP has been used for case-history taking training [3,4,13] and training for students to provide counseling or a clinical feedback to the client [14-16]. The use of an SP for case-history taking as related to the scope of this study was only investigated in the literature by Wilson, et al [13] and Hughes, et al [4].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

The Influence of Feedback in the Simulated Patient Case-History Training among Audiology Students at the International Islamic University Malaysia

et al. 2019

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Background and Objectives There is a scant evidence on the use of simulations in audiology (especially in Malaysia) for case-history taking, although this technique is widely used for training medical and nursing students. Feedback is one of the important components in simulations training; however, it is unknown if feedback by instructors could influence the simulated patient (SP) training outcome for case-history taking among audiology students. Aim of the present study is to determine whether the SP training with feedback in addition to the standard role-play and seminar training is an effective learning tool for audiology case-history taking. Subjects and Methods Twenty-six second-year undergraduate audiology students participated. A cross-over study design was used. All students initially attended two hours of seminar and role-play sessions. They were then divided into three types of training, 1) SP training (Group A), 2) SP with feedback (Group B), and 3) a non-additional training group (Group C). After two training sessions, the students changed their types of training to, 1) Group A and C: SP training with feedback, and 2) Group B: non-additional training. All the groups were assessed at three points: 1) pre-test, 2) intermediate, and 3) post-test. The normalized median score differences between and within the respective groups were analysed using non-parametric tests at 95% confidence intervals. Results Groups with additional SP trainings (with and without feedback) showed a significantly higher normalized gain score than no training group ( p <0.05). Conclusions The SP training (with/ without feedback) is a beneficial learning tool for history taking to students in audiology major.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Influence of Feedback in the Simulated Patient Case-History Training among Audiology Students at the International Islamic University Malaysia

et al. 2019

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Student perceptions of two simulated learning environments in paediatric audiology

Wilson

Schmulian

Sher

et al. 2019

International Journal of Audiology

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The experience of speech–language therapists and audiologists when delivering bad news: A qualitative analysis

Gold

Gold²

2021

Intl J Lang & Comm Disor

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Background: As part of their professional responsibilities, speech-language therapists and audiologists are required to deliver bad news. Aims: The aim of this qualitative study is to describe and characterize the subjective experience of speech-language therapists and audiologists when delivering bad news to clients or their family members. Methods & Procedures: A group of 156 speech-language therapists and audiologists replied in writing to an open question asking them to describe a clinical encounter in which they delivered bad news. The texts that were generated in response to this question served as a data base. Qualitative content analysis was used to analyse data and generate themes. Outcomes & Results: Thematic analysis of participants' texts revealed the challenges inherent to the delivery of bad news. Four main themes emerged from text analysis: difficulty in phrasing the news; the deliverer's emotional experience; the receiver's reaction; and being alone or in companion with another healthcare provider during the delivery of the bad news. Conclusions & Implications: Speech-language therapists and audiologists experience difficulties similar to those experienced by other healthcare professionals when delivering bad news. Nevertheless, speech-language therapists and audiologists seem to perceive the delivery of bad news situation in a broader sense than the conventional definition given to this term in the medical arena.

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A tool for assessing case history and feedback skills in audiology students working with simulated patients

Abstract: The ASPIRS shows promise as the first published tool for assessing audiology students taking a case history and giving feedback with an SP.

Cited by 5 publications

References 24 publications

The Influence of Feedback in the Simulated Patient Case-History Training among Audiology Students at the International Islamic University Malaysia

The Influence of Feedback in the Simulated Patient Case-History Training among Audiology Students at the International Islamic University Malaysia

Student perceptions of two simulated learning environments in paediatric audiology

The experience of speech–language therapists and audiologists when delivering bad news: A qualitative analysis

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