Skill Transference of a Probe-Tube Placement Training Simulator

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

doi:10.3766/jaaa.18054

Cited by 5 publications

(3 citation statements)

References 26 publications

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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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Section: Plos Onementioning

confidence: 99%

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

et al. 2020

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“…They also noted different barriers to the use of this method, such as a lack of knowledge/training, limited financial resources, an under-trained faculty, and minimal guidance from accrediting bodies. Clinical simulation has been used in audiology for many diverse purposes, such as improving (1) case history and feedbacks skills [ 47 ], (2) audiometry testing skills (including visual reinforcement audiometry (VRA)) [ 48 , 49 ], (3) auditory brain-stem response setup skills [ 50 ] and waveforms analysis [ 51 ], (4) otoscopic examination [ 52 ], and (5) probe tube placement for hearing aid verification [ 53 ]. The latter uses a real-sized head and ear mannequin called CARL that allows the many different audiology skill sets to be practiced, including ear impression, ear wax removal, audiometry, and hearing aid fitting/verification [ 54 ].…”

Section: Discussionmentioning

confidence: 99%

Improving Audiology Student Training by Clinical Simulation of Tinnitus: A Glimpse of the Lived Experience of Tinnitus

Bourez,

Vallet,

Fournier

2023

Brain Sciences

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Purpose: Student audiology training in tinnitus evaluation and management is heterogeneous and has been found to be insufficient. We designed a new clinical simulation laboratory for training students on psychoacoustic measurements of tinnitus: one student plays the role of the tinnitus patient, wearing a device producing a sound like tinnitus on one ear, while another student plays the role of the audiologist, evaluating their condition. The objective of the study was to test this new clinical simulation laboratory of tinnitus from the perspective of the students. Method: This study reports the findings from twenty-one audiology students (20 female and 1 male, mean age = 29, SD = 7.7) who participated in this laboratory for a mandatory audiology class at the Laval University of Quebec. Three students had hearing loss (one mild, two moderate). All students played the role of both the clinician and the patient, alternately. They also had to fill out a questionnaire about their overall experience of the laboratory. Results: The qualitative analysis revealed three main themes: “Benefits of the laboratory on future practice”, “Barriers and facilitators of the psychoacoustic assessment”, and “Awareness of living with tinnitus”. The participants reported that this experience would have a positive impact on their ability to manage tinnitus patients in their future career. Conclusion: This fast, cheap, and effective clinical simulation method could be used by audiology and other healthcare educators to strengthen students’ skills and confidence in tinnitus evaluation and management. The protocol is made available to all interested parties.

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“…Current literature regarding predictive validity for preoperative planning is encouraging, as investigators have associated the use of 3D printed simulations or guides with reduced operative times [77,78]. Within simulation literature, this appears to have only been evaluated in audiology trainees for proper hearing-aid placement [79], where trainees who practiced on a 3D printed simulator achieved a higher percentage of proper hearing-aid placement compared to those who practiced on the control model.…”

Section: Discussionmentioning

confidence: 99%

Systematic review of three-dimensional printing for simulation training of interventional radiology trainees

Tenewitz

Hernandez

et al. 2021

3D Print Med

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Rationale and objectives Three-dimensional (3D) printing has been utilized as a means of producing high-quality simulation models for trainees in procedure-intensive or surgical subspecialties. However, less is known about its role for trainee education within interventional radiology (IR). Thus, the purpose of this review was to assess the state of current literature regarding the use of 3D printed simulation models in IR procedural simulation experiences. Materials and methods A literature query was conducted through April 2020 for articles discussing three-dimensional printing for simulations in PubMed, Embase, CINAHL, Web of Science, and the Cochrane library databases using key terms relating to 3D printing, radiology, simulation, training, and interventional radiology. Results We identified a scarcity of published sources, 4 total articles, that appraised the use of three-dimensional printing for simulation training in IR. While trainee feedback is generally supportive of the use of three-dimensional printing within the field, current applications utilizing 3D printed models are heterogeneous, reflecting a lack of best practices standards in the realm of medical education. Conclusions Presently available literature endorses the use of three-dimensional printing within interventional radiology as a teaching tool. Literature documenting the benefits of 3D printed models for IR simulation has the potential to expand within the field, as it offers a straightforward, sustainable, and reproducible means for hands-on training that ought to be standardized.

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Skill Transference of a Probe-Tube Placement Training Simulator

Cited by 5 publications

References 26 publications

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

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

Improving Audiology Student Training by Clinical Simulation of Tinnitus: A Glimpse of the Lived Experience of Tinnitus

Systematic review of three-dimensional printing for simulation training of interventional radiology trainees

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