Face and Content Validity of a Probe Tube Placement Training Simulator

Koch, Robert W.; Moodie, Sheila; Folkeard, Paula; Scollie, Susan; Janeteas, Conner; Agrawal, Sumit; Ladak, Hanif M.

doi:10.3766/jaaa.17114

Cited by 4 publications

(5 citation statements)

References 13 publications

(16 reference statements)

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“…I n medical simulator research, a typical validation sequence consists of a qualitative study aiming to receive early-stage feedback (face and content validity), backed with quantitative studies to prove its utility within educational settings (construct validity, discriminant validity, and skill transference validity). Our previous study (Koch et al, 2018) confirmed the simulator's training ability and provided feedback to guide the product development discussed previously. The present study accomplished a second-level evaluation of the developed audiology training simulator.…”

Section: Discussionsupporting

confidence: 73%

“…Briefly, the simulator consisted of an artificial adultsized head with a pliable, realistic ear and a camera mounted within the head to measure the probe-tube insertion depth using an associated custom-developed software package. The original simulator has been previously described by Koch et al (2018) and used a Styrofoam head that lacked realism as the first-generation prototype. Several improvements were made based on suggestions from the participants in the first validation study.…”

Section: Simulatormentioning

confidence: 99%

“…The simulator allows students to receive real-time feedback of their probe-tube placement and to become comfortable with the procedure, and provides instructors with the ability to evaluate the students' performance before clinical placement. A previous validation study was performed evaluating the realism and training ability of the simulator, while outlining clear areas of improvement that needed attention before implementation into training programs (Koch et al, 2018). The results from this first study were encouraging; participants indicated that the simulator had high teaching value and provided an excellent opportunity for trainees to gain additional preclinical experience.…”

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confidence: 99%

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Skill Transference of a Probe-Tube Placement Training Simulator

et al. 2020

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Probe-tube placement is a necessary step in hearing aid verification which needs ample hands-on experience and confidence before performing in clinic. To improve the methods of training in probe-tube placement, a manikin-based training simulator was developed consisting of a 3D-printed head, a flexible silicone ear, and a mounted optical tracking system. The system is designed to provide feedback to the user on the depth and orientation of the probe tube, and the time required to finish the task. Although a previous validation study was performed to determine its realism and teachability with experts, further validation is required before implementation into educational settings.This study aimed to examine the skill transference of a newly updated probe-tube placement training simulator to determine if skills learned on this simulator successfully translate to clinical scenarios.All participants underwent a pretest in which they were evaluated while performing a probe-tube placement and real-ear-to-coupler difference (RECD) measurement on a volunteer. Participants were randomized into one of two groups: the simulator group or the control group. During a two-week training period, all participants practiced their probe-tube placement according to their randomly assigned group. After two weeks, each participant completed a probe-tube placement on the same volunteer as a posttest scenario.Twenty-five novice graduate-level student clinicians.Participants completed a self-efficacy questionnaire and an expert observer completed a questionnaire evaluating each participant’s performance during the pre- and posttest sessions. RECD measurements were taken after placing the probe tube and foam tip in the volunteer’s ear. Questionnaire results were analyzed through nonparametric t-tests and analysis of variance, whereas RECD results were analyzed using a nonlinear mixed model method.Results suggested students in the simulator group were less likely to contact the tympanic membrane when placing a probe tube, appeared more confident, and had better use of the occluding foam tip, resulting in more improved RECD measurements.The improved outcomes for trainees in the simulator group suggest that supplementing traditional training with the simulator provides useful benefits for the trainees, thereby encouraging its usage and implementation in educational settings.

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Section: Discussionsupporting

confidence: 73%

Section: Simulatormentioning

confidence: 99%

mentioning

confidence: 99%

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Skill Transference of a Probe-Tube Placement Training Simulator

et al. 2020

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“…aheadsimulations.com/carl-for-training). They are used to train hearing aid manipulation, the removal of cerumen, real-ear unaided response measurements, and high-gain hearing aid fitting [21,22]. Some computerized simulations allow training for specific tasks such as otoscopy, pure-tone air and bone conduction audiometry with online virtual patients [23].…”

Section: Plos Onementioning

confidence: 99%

Training outcomes for audiology students using virtual reality or traditional training methods

et al. 2020

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Due to limited space and resources, it can be difficult to train students on audiological procedures adequately. In the present study, we compared audiology training outcomes between a traditional approach and a recently developed immersive virtual reality (VR) approach in audiology students. Twenty-nine first-year audiology students participated in the study; 14 received traditional training (“TT group”), and 15 received the VR training (“VRT group”). Pre- and post-training evaluation included a 20-item test developed by an audiology educator. Post-training satisfaction and self-confidence were evaluated using Likert scales. Mean post-training test scores improved by 6.9±9.8 percentage points in the TT group and by 21.1±7.8 points in the VRT group; the improvement in scores was significant for both groups. After completing the traditional training, the TT group was subsequently trained with the VR system, after which mean scores further improved by 7.5 points; there was no significant difference in post-VR training scores between the TT and VRT groups. After training, the TT and VRT groups completed satisfaction and self-confidence questionnaires. Satisfaction and self-confidence ratings were significantly higher for the VR training group, compared to the traditional training group. Satisfaction ratings were “good” (4 on Likert scale) for 74% of the TT group and 100% of the VRT group. Self-confidence ratings were “good” for 71% of the TT group and 92% of the VRT group. These results suggest that a VR training approach may be an effective alternative or supplement to traditional training for audiology students.

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“…Using the functional system put forth herein, future work will continue along two main paths in tandem: 1) validity and skill transference studies and 2) the development of standalone mass-spring framework that will be released as an asset on the Unity asset store for public use. Similar to work conducted previously in the lab for an audiological probe tube simulator (Koch et al, 2018), face and content validity will be assessed with feedback from additional otolaryngologists and medical students. After incorporating the feedback into the simulator, skills transference can proceed and the efficacy of the simulator can be quantitatively assessed.…”

Section: Resultsmentioning

confidence: 99%

A Virtual-Reality Training Simulator for Cochlear Implant Surgery

Jones

Rohani

Ong

et al. 2019

Simulation & Gaming

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Background and Objectives. Hearing loss is one of the most prevalent chronic conditions and can significantly impact an individual’s quality of life. Cochlear implantation (CI) is a widely applicable treatment for severe to profound hearing loss, however CI surgery can be difficult for surgical trainees to master. Training environments that are safe, controlled, and affordable are needed. To this end, we present a virtual-reality (VR) cochlear implant surgical simulator developed with a popular, commercial game engine. Method. Unity3D was used to develop the simulator and model the delicate instruments involved. High-resolution models of human cochleae were created from images obtained from synchrotron-radiation phase-contrast imaging (SR-PCI). The physical-realism of the simulator was assessed via a comparison with fluoroscopic images of an actual cochlear implant insertion. Different resolutions of cochlear models were used to benchmark the real-time capabilities of the simulator with the number of frames per second (FPS) serving as the performance metric. Results. Quantitative analysis comparing the simulated procedure to fluoroscopic imaging revealed no significant differences. Qualitatively, the behaviour of the inserted and simulated implants were similar throughout the entirety of the procedure. The simulator was able to maintain 25 FPS even when experiencing an artificially high computational load. Conclusion. VR simulators provide a new and exciting avenue to enhance current medical education. Continued use of widely available and supported game engines in the development of medical simulators will hopefully result in lowered costs. Preliminary feedback from expert surgeons of the simulator presented here has been positive and future work will focus on evaluating face, content and construct validity.

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Face and Content Validity of a Probe Tube Placement Training Simulator

Cited by 4 publications

References 13 publications

Skill Transference of a Probe-Tube Placement Training Simulator

Skill Transference of a Probe-Tube Placement Training Simulator

Training outcomes for audiology students using virtual reality or traditional training methods

A Virtual-Reality Training Simulator for Cochlear Implant Surgery

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