Simulated patients versus seminars to train case history and feedback skills in audiology students: A randomized controlled trial

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

doi:10.1080/14992027.2016.1210829

Cited by 11 publications

(13 citation statements)

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“…As a preparation before entering a clinical placement, student audiologists typically learn case-history taking through a seminar training that may include introductory lectures and exercises through role-playing [4]. Role-play is an exercise that involves a student and instructor, in which the student and their fellow friends have the opportunity to take turns acting as an audiologist and a patient [5].…”

Section: Introductionmentioning

confidence: 99%

“…Using a simulated patient (SP), can be an alternative approach for teaching student audiologists the art of case-history taking to resolve the above issue. The SP is someone (either a real patient or a lay individual) who has been provided with sufficient training to act as a real patient, based on specified symptoms or problems for a designated case [4]. The SP has been used in the field of medicine, allied health sciences and nursing to improve the range of students clinical skills and communication skills (for example, during a case-history taking) [7,8].…”

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]. Wilson, et al [13] investigated the use of an SP, role-playing and computer-based simulations (CBS) among 19 audiology students in Australia.…”

Section: Introductionmentioning

confidence: 99%

“…The students’ perceptions of the simulation learning including the SP training were positive, suggesting the potential for implementing a simulation in audiology training. In the Hughes, et al’s [4] study, the authors evaluated the students’ clinical performance in history taking and delivering audiological feedback using SP and seminar (via role-play) trainings. Cross-over trials were used; initially, the first group underwent SP training and the second group underwent seminar training.…”

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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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: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

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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“…The number of studies on simulation integration in audiology education has also increased for the last 10 years. Standardized patient (SP) simulations are used primarily in audiology education (Howland, 2012;Naeve-Velguth, Christensen & Woods, 2013;Hughes, Wilson, MacBean & Hill, 2016;Alanazi, Nicholson, Atcherson, Franklin, Nagaraj, Anders & Smith-Olinde, 2017). The use of computer-based-simulations have emerged within years, however, the results of these studies were not consistent.…”

mentioning

confidence: 99%

Odyoloji̇ Alaninda Eği̇ti̇m Amaçli Bi̇r Bi̇lgi̇sayar Tabanli Si̇mülasyonun Geli̇şti̇ri̇lmesi̇: Bi̇r Pi̇lot Çalişma

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et al. 2020

Eğitim Teknolojisi Kuram Ve Uygulama

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This study aims to develop a computer-based-simulation (Simulody) which presents case scenarios to enhance undergraduate audiology students' diagnostic reasoning skills. Simulody has been developed by obtaining expert opinion from four expert audiologists. The program consists of one case scenario which was computerized for the pilot study. The pilot implementation was conducted with ten senior students in the Audiology Department of Health Science Faculty at Başkent University. The participants evaluated the simulator via the Simulation User Evaluation Form. The user data was collected by recording time spent for each step and taking field-notes during the implementation as well as using the log-file-document. The Mann-Whitney-U test was used to determine the difference in completion time and time spent in each step among gender groups. No significant difference in timing was found between female and male users. Also, the groups with different computer-competency-skills did not differ in terms of time spent in each step. Moreover, the total-error-frequency was not found significantly different between male and female students. Generally, participants' response patterns (%80) showed a cyclical-trend centered upon some specific steps regarding recalling information presented in previous steps. It implies that some transitions do not work efficiently. However, participants evaluated the Simulody as a useful/practical educational tool that they can assess their theoretical and clinical skills. As a prototype, Simulody can be a useful educational tool by increasing the number of case scenarios and making necessary technical revisions.

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Effectiveness of Simulation Training on Graduate Audiology Students' Auditory Brainstem Response Testing Skills

et al. 2021

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Purpose Simulation is a tool commonly used in the clinical training of students within the health professions fields, such as medicine and nursing. The effectiveness of simulation as a teaching technique has been extensively documented in numerous health care professions; however, little is known about the effectiveness of simulation techniques in audiology education. This study assesses the effectiveness of a simulation activity focused on auditory brainstem response (ABR) testing conducted with students of an applied doctoral program in audiology. Method Twelve 2nd year audiology graduate students enrolled in the auditory electrophysiology course at Towson University in Fall 2018 participated in this pre–post study. Over a 3-week period, each student (a) received didactic instruction in ABR testing, (b) underwent a presimulation exercise skills assessment, (c) participated in a simulation exercise, and (d) underwent a postsimulation exercise skills assessment. Results Significant improvements were observed in clinical skill level for the ABR tasks evaluated in terms of both accuracy and efficiency (time in seconds needed to complete the task). The tasks evaluated included skin preparation, identification of scalp electrode placement sites, and scalp electrode placement in a variety of configurations (single- and two-channel arrays, horizontal and vertical electrode montages). Benefits associated with simulation-based instruction varied by clinical skill as well as by student. Conclusions The data described in this study reinforce the need to incorporate simulation in audiology training programs, especially for complex clinical skills. It also emphasizes the need for additional research that can be useful in the design and implementation of simulation-based exercises.

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Simulated patients versus seminars to train case history and feedback skills in audiology students: A randomized controlled trial

Abstract: SP training provided no benefit over seminar training in audiology students learning case history and feedback skills with adult patients.

Cited by 11 publications

References 34 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

Odyoloji̇ Alaninda Eği̇ti̇m Amaçli Bi̇r Bi̇lgi̇sayar Tabanli Si̇mülasyonun Geli̇şti̇ri̇lmesi̇: Bi̇r Pi̇lot Çalişma

Effectiveness of Simulation Training on Graduate Audiology Students' Auditory Brainstem Response Testing Skills

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