Online Versus Classroom Training of Auditory-Perceptual Voice Evaluation With the GRBAS-Scale: A Randomized Controlled Trial

Abstract

ObjectiveThe aim of this study is to evaluate the effect of two training modalities for auditory-perceptual evaluation of voice: online training and classroom training. Materials and methodsA 2-arm randomized controlled trial was conducted with 115 first year SLP-students randomly divided in two groups. Group 1 was given access to the online training platform Voice-TT for two weeks, group 2 received a 90 minutes standard classroom training in auditory-perceptual evaluation with GRBAS without access to online training. Two weeks later the training modalities were changed. Before training and two weeks after each training stage a rating experiment was conducted. A mixed models design was used to evaluate the effect of both training modalities on the agreement between student and expert ratings. Percentage agreement was calculated to investigate intra- and interrater reliability. ResultsStudents’ agreement with expert ratings was significantly higher after online training for parameters G, B and A. Students who received classroom training improved for parameter S. Additional classroom training after online training led to better agreement for parameters G and R, while additional online training following classroom training only improved the rating of parameter G. Although intra- and interrater agreement improved after online and classroom training for both groups, the highest improvement was seen in the group that trained online first. There was no correlation between student-expert rating agreement and the duration and frequency of online training. Conclusionin this randomized controlled trial online training with Voice-TT leads to more reliable GRBAS-rating in novice speech and language pathology students. Combined classroom and online training seems to be most effective when online training comes first.