A Method for Teaching “Safe Listening” Integrated with Early Clinical Exposure for Third-Year Medical Students

Abstract

OBJECTIVES The primary objective of this study is to describe a method for teaching “Safe Listening” integrated with early clinical exposure (ECE). Additionally, the study aims to assess preferred listening levels (PLLs), expected output levels, and classroom noise levels. METHODS Retrospective cross-sectional study. After pre-activity instruction, medical students were grouped into classrooms. The noise level in each classroom was measured using a sound meter application both in quiet situations and during conversations while the medical students were listening to their personal listening devices (PLDs). A calibrated finger rub auditory screening test and a tuning fork test were conducted and PLLs were recorded. The students discussed the findings and rated their satisfaction with the process at the end of the activity. RESULTS The average PLL of the 171 third-year medical students was 59.00 ± 7.38 dBA. The classroom noise level was 49.66 ± 8.45 dBA in quiet periods, and 77.51 ± 10.05 dBA during conversation and while listening to PLDs via earphones. In quiet periods, 97.65% of the students could hear finger rub in both ears. The average satisfaction score after the activity was 82.57 ± 13.14%. CONCLUSIONS Practice with hearing tests and self-checks of PLLs introduced exposure to clinical learning together with awareness of safe listening. PLLs of medical students and satisfaction with the activity were in the favorable range. KEYWORDS early clinical exposure, medical education, safe listening, preferred listening level