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

Abstract

Objective: To develop a tool for assessing audiology students taking a case history and giving feedback with simulated patients (SP). Design: Single observation, single group design. Study sample: Twenty-four first-year audiology students, five simulated patients, two clinical educators, and three evaluators. Results: The Audiology Simulated Patient Interview Rating Scale (ASPIRS) was developed consisting of six items assessing specific clinical skills, non-verbal communication, verbal communication, interpersonal skills, interviewing skills, and professional practice skills. These items are applied once for taking a case history and again for giving feedback. The ASPIRS showed very high internal consistency (α = 0.91–0.97; mean inter-item r = 0.64–0.85) and fair-to-moderate agreement between evaluators (29.2–54.2% exact and 79.2–100% near agreement; κweighted up to 0.60). It also showed fair-to-moderate absolute agreement amongst evaluators for single evaluator scores (intraclass correlation coefficient [ICC] r = 0.35–0.59) and substantial consistency of agreement amongst evaluators for three-evaluator averaged scores (ICC r = 0.62–0.81). Factor analysis showed the ASPIRS’ 12 items fell into two components, one containing all feedback items and one containing all case history items. Conclusion: The ASPIRS shows promise as the first published tool for assessing audiology students taking a case history and giving feedback with an SP.