Audiology Students Research Articles

Simulation-Based Approaches for Training Communication and Counseling Skills in Clinical Education in Audiology: A Scoping Review.

This review article aimed to obtain an understanding of the positive outcomes and challenges associated with the use of simulation-based approaches for teaching communication and counseling skills in clinical education in audiology as described in the literature. A scoping review was conducted during October 2023 to identify published journal articles that described how simulation-based approaches were used for teaching or assessing communication and/or counseling skills among audiology students. Database searches yielded 208 articles initially. Following abstract screening and full-text review, 17 articles were included for analysis. Most studies focused on using simulation-based approaches for teaching, and there was a stronger focus on pediatric audiology. Most studies involved the use of standardized patients, with data collected via quantitative approaches using rating scales and surveys. Simulation-based approaches can offer positive learning experiences and practice opportunities for students acquiring communication and counseling skills. However, the benefits of simulation over traditional methods are unclear. Students may struggle to integrate technical and communication skills in simulated learning experiences. Engaging with simulation-based approaches may provide important practice opportunities, but these methods are not sufficient to ensure acquisition of communication and counseling skills. More qualitative studies are needed to understand the nuances of if and how students might acquire such skills via simulated learning experiences. We offer some suggestions for improvement of future studies on this topic.

Developing effective communication skills in audiology using anonymous patient feedback

Objective To explore the value of anonymous patient feedback for audiology students, examining alignment between student and patient judgments on communication skills and assessing how students utilise the feedback. Design This study utilised a mixed methods design, employing a Likert survey to collect patient and student ratings on professionalism, compassion, and listening and talking skills in clinical encounters. Semi-structured interviews investigated the student perspective of receiving patient feedback. Study sample 13 Audiology students and 31 patients who were placed at, or received care at an Audiology teaching clinic Results Patients’ ratings across all measures were higher on average when compared to students’ self-ratings, only correlating significantly for the measure concerning students’ talking skills. Five themes and one subtheme were identified: Emotional impacts, A worthwhile experience, Contrasting priorities, Patients retake centre stage, and Self-reflective learners (subtheme Self-doubt). Conclusions This study reveals that patient feedback led student Audiologists to report heightened seriousness in their interactions and increased attention on skills vital for patient-centred care. The process boosted students’ confidence and reinforced awareness of the patient’s perspective. Further research is needed to gauge the extent of these effects and explore the feasibility of implementing a large-scale patient feedback program in audiology training settings.

Incorporating Parents' Lived Experiences Into the Pediatric Audiology Course: A Qualitative Analysis of Student Reflections.

This study explores the underutilized pedagogical approach of incorporating lived experiences of parents with children possessing diverse hearing profiles and their family characteristics into the audiology curriculum for students. The aim was to investigate the impact of integrating such experiences into the classroom as an andragogical learning experience through the qualitative analysis of written student reflections. Twelve (N = 12) third-year female audiology students enrolled in a pediatric auditory (re)habilitation course attended a parent panel presentation during their regularly scheduled face-to-face class. Five parents of children with diverse hearing differences and diverse technology, communication, and educational choices participated on the panel as guest speakers via the Zoom platform. Students completed written reflections based on Rolfe's reflective framework. Written reflections were downloaded from Canvas and de-identified prior to uploading to NVivo software for coding, utilizing an inductive grounded theory coding strategy coupled with content analysis. This study underscores the effectiveness of written reflections as an effective andragogical learning model. Through reflective practice, students gained a deeper understanding of their experiences, values, and learning journeys, enhancing their competency in pediatric audiology and auditory (re)habilitation. Students articulated previous knowledge and learning experiences, utilized newfound insights from exposure to the parent panel of shared lived experiences, and connected this knowledge with future clinical applications. Key findings underscore the effectiveness of reflective practice as an andragogical learning model, facilitating the integration of prior experiences with new knowledge. Moreover, it aids the transition of the professional journey from the familiar to the unfamiliar, demonstrating the impact of combining real-world lived experiences to reinforce and highlight classroom topics. Additionally, reflective practice enhances professional efficacy by valuing patient/parent perspectives regarding clinical care and aligning with evidence-based principles.

'[M]y own pace and space, without the pressures': Online learning experiences of audiology students.

Online learning has been used to improve students' learning experiences and to allow students to engage with their own learning in various spaces. However, there is a dearth of literature on students' experiences with online learning in the field of audiology. This study aimed to describe the conditions of online learning, explore the challenges and benefits of online learning and determine strategies that students employ while engaging with online learning. An exploratory qualitative research design was employed. Audiology students from the second to the fourth year participated in the study. Qualitative data were collected online via MS Teams using a semi-structured interview schedule with the participants. Thematic analysis was used to analyse the participants' interviews. Most of our participants were females in their fourth year of study. The students accessed the online learning platforms procured by the university from their homes, with reported benefits such as the flexibility and independence of learning, and time and cost-effectiveness. However, challenges such as limited internet connectivity, issues with time management and inconsistent power supply restricted positive experiences with online learning. The online learning benefits that were reported by the students and the compensatory strategies they employed facilitated self-regulated learning. The study's findings highlighted the need for continuous checking-in with students regarding their experiences with the learning approaches intended to improve engagement with their courses. These results could be used as a guide for curriculum planning that is student-focused.Contribution:Students' experiences explored in our study provided a guide for online learning approaches that were suitable for audiology students. Student-centred and self-regulated learning practices were highlighted and future studies may further explore these frameworks and theories.

Self-Esteem, Life Satisfaction, and Quality of Life Among Audiology Students

ABSTRACT Self-esteem, life satisfaction, and quality of life act as important aspects in determining a successful and fruitful university life. Nevertheless, little is known on these subjective well-being aspects among students undergoing a dedicated audiology course. Essentially, the present study aimed to: (i) examine the relationship between self-esteem, life satisfaction, and QoL and (ii) examine the differences in students’ academic achievement according to their self-esteem, life satisfaction, and QoL. A total of 61 students (aged 20–24 years) from Audiology Programme, Universiti Sains Malaysia (USM), took part in this cross-sectional study. Validated self-report questionnaires were used to achieve the study’s objectives. The results showed significant correlations between self-esteem, life satisfaction, and QoL (p < 0.05). Specifically, there was a significant correlation between self-esteem and QoL (p < 0.05), as well as between life satisfaction and QoL (p < 0.05). In terms of academic achievement, audiology students who achieved the highest academic rank, displayed the highest level of self-esteem, life satisfaction, and QoL. As a final point, the present study demonstrated that the audiology students’ QoL was affected by self-esteem and life satisfaction, while the academic achievement affected their self-esteem and QoL.

Enhancing audiology students’ understanding of person-centered care: insights from an multi-national virtual student conference

Objective This project sought to investigate the impact of a multi-national peer learning initiative in facilitating a student-led conference on person-centred care (PCC). The primary objective was to assess students’ comprehension of PCC elements before and after engaging in the opportunity, with a concurrent evaluation of the efficacy of the opportunity. Design A mixed-methods study protocol was followed. Following the conference, participants completed a four-part survey including (a) demographics, (b) retrospective pre-post Likert scale, (c) Likert rating of conference experience and (d) five open-ended questions. Study sample One hundred and four participants (92.4% female) with a mean age of 21 years (0.07 SD) participated in the study. Results A significant difference in awareness pre-post conference was demonstrated across all topics (WSR, p < 0.001) with participants satisfied with the conference. Qualitative analysis revealed three main themes: (a) application of PCC; (b) perspectives of PCC; and () barriers to PCC; with nine sub-themes. Conclusion The conference was beneficial in enhancing students’ awareness of topics and principles of PCC. Innovative pedagogical approaches should be considered in order to enhance healthcare education allowing future clinicians to better meet the dynamic needs of their clients.

Audiology Students' Clinical Communication During Simulated Peer Role Play Consultations: An Exploratory Study.

The objectives of this study were to describe the clinical communication practices of student audiologists during case history taking and feedback giving using simulated peer role play consultations and to explore whether clinical communication skills outcomes can be achieved through simulated peer role play. An exploratory, qualitative research design was used for this pilot study. A total of four simulated peer role play consultations were video-recorded, comprising two adult diagnostic audiology case scenarios. Eight online interviews were conducted with the student participants following the simulated audiological consultation. Analysis of the video-recorded sessions incorporated an interactional sociolinguistic focus, and interviews were analyzed using inductive thematic analysis. Findings from the video analysis and interviews were triangulated, with a specific focus on establishing commonalities in terms of communication skills of student clinicians, reflections of their own skills, and the simulated peer patient's reflections on the student clinician's skills. Although variation was noted in terms of case history taking skills, feedback giving was similar among all student clinicians. These communication practices are consistent with findings from related literature on consultations with real patients. Student clinicians reflected on feedback giving as more challenging than case history taking, with room for improvement suggested by the simulated peer patients. Our findings highlight key questions regarding the use of peer simulation in facilitating the development of communication skills for audiological consultations among student audiologists. We discuss some considerations for using this approach to clinical training more effectively. https://doi.org/10.23641/asha.25492804.

Speech-Language Pathology and Audiology Students’ Understanding and Experiences of Counseling: A Qualitative Pilot Study

Speech-Language Pathology and Audiology Students’ Understanding and Experiences of Counseling: A Qualitative Pilot Study

The perceptions of Speech-Language Pathology and Audiology students towards online learning during the COVID-19 pandemic: Considerations for the future professoriate

The perceptions of Speech-Language Pathology and Audiology students towards online learning during the COVID-19 pandemic: Considerations for the future professoriate

Knowledge of autism among students at a South African Institute of Higher Education.

Autism is a significant concern because of the increase in the prevalence of the disorder. University healthcare students might not all be adequately prepared to serve autistic individuals. Hence, there is a need in the South African context for information on healthcare practitioners' knowledge of general aspects, diagnosis and management of autism. To determine current knowledge on autism among speech-language pathology and audiology (SLP & A) students at a South African Higher Education Institution. The study was conducted among 65 second, third and fourth year students at the SLP & A Department of a South African Higher Education Institution. A descriptive quantitative design utilising an online questionnaire was used to gather the quantitative and, to a lesser extent, qualitative data. Descriptive measures were used to analyse and summarise the data. Participants mainly understood autism's fundamental symptoms and comorbidities, early intervention, team management and speech-language therapist (SLT) duties. Students were found to have little awareness of autism's prevalence, causes, diagnosing experts, intervention methods and treatment. Participants felt uncomfortable treating autistic people owing to a lack of clinical exposure. Participants want further training. Students reported the need for additional training on autism, including its identification, diagnosis, assessment and treatment. It is recommended that the study be replicated at other institutions to impact other curricula. This research article provides input for enhancing the curriculum for Health Science Departments in Higher Education Institutions.

Critical Thinking: A Program Review of Doctor of Audiology Students.

Critical thinking is a crucial component of health care, and its importance has been recognized in training medical professionals. This study reports critical thinking skills for entering doctor of audiology (AuD) students and the trajectory of the change in critical thinking skills measured 2 times over a period of 3 years. This longitudinal, descriptive, and exploratory design was implemented for programmatic review. Critical thinking skills were measured using the Health Sciences Reasoning Test (HSRT; Insight Assessment) upon entering the program and compared to measurements during the final month of academic coursework. Descriptive statistics, exploratory analyses of the HSRT scores among cohorts, the relationship of the HSRT to the graduate record examinations (GREs), and changes in the HSRT over time using a repeated measures multivariate analysis of variance were conducted. There were no significant differences in critical thinking skills between any of the cohort years. There was a significant correlation between the GRE verbal scores and OVERALL HSRT. Improvements in critical thinking skills were found between the time the students entered the graduate program and their final academic semester. Greater gains were reported for students who initially scored below the 50th percentile on the OVERALL HSRT. This program review showed improvement in the critical thinking skills of AuD students during their academic training program. Information regarding critical thinking skills may be useful for programs to monitor students' clinical thinking skills and possibly include clinical and didactical activities to promote critical thinking skills.

“Nobody Has a Caseload Called, Patients With Traumatic Brain Injury ”: Rationale to Include TBI Content Into Audiology Programs

Purpose: Understanding the wide-ranging effects of traumatic brain injury (TBI), including posttraumatic auditory and vestibular disturbances, is an essential part of shaping audiology students' readiness for clinical practice. Several recent audiology studies revealed discrepancies in knowledge and application among practicing audiologists in Australia concerning TBI. These studies emphasize the need of exploring the existing TBI-related curriculum within Australian graduate audiology programs. Method: A qualitative research design employing semistructured interviews was conducted. A total of six leading academic educators from all six Australian graduate audiology programs participated in the study. Interview transcripts were analyzed using thematic analysis. Results: Implementation of TBI content into audiological curricula was found to be influenced by three interrelated themes: professional culture, contextual barriers, and practice of teaching and learning. Conclusions: The findings provide an insight into the perceived barriers associated with incorporating TBI-related content into existing audiology curricula. The findings highlight the importance of enhancing audiology curricula in relation to TBI, ensuring that graduate audiologists can provide high-quality care and management for patients with posttraumatic audiovestibular disturbances.

Perceptions of Racism Among Graduate Students of Color in Audiology and Speech-Language Pathology.

Audiology (AUD) and speech-language pathology (SLP) are White-dominated fields that operate within racist systems. Systemic racism has profoundly negative impacts on students and professionals who identify as Black, Indigenous, and people of color (BIPOC). This study explored the perceptions and experiences of systemic racism in BIPOC AUD and SLP graduate students as a means to promote antiracism efforts in the fields. A national web-based survey was used to collect information from 46 graduate students. The survey included quantitative questions about systemic racism in the AUD and SLP fields as well as open-ended questions regarding the personal, professional, and client-related impacts of racism. Analyses aimed to characterize patterns first within the overall BIPOC sample and then within three disaggregated racial-ethnic groups (Asian, Black, and Latino/a) to characterize potential differences within the heterogeneous BIPOC category. On quantitative questions, a substantial majority of BIPOC students selected options consistent with perceptions of systemic racism and White privilege. Qualitative questions yielded several themes related to the personal, professional, and client-related impacts of systemic racism from the perspective of BIPOC students, including reduced access to educational opportunities as well as clinical services, experiences with appearance-based discrimination as well as overt racism, and persistent underrepresentation with accompanying feelings of otherness. Disaggregation of responses suggested some differences in response patterns across racial-ethnic groups, which may warrant further investigation. The perspectives of AUD and SLP graduate students reinforce other reports of systemic racism in the fields. Multiple actions are warranted to instigate systemic change that supports graduate students, professionals, and clients of color. https://doi.org/10.23641/asha.24171513.

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

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. 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. 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. 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.

E-Learning Simulations for Teaching Clinical Decision-Making in an Audiology Training Program.

Clinical decision-making is an essential component of most clinical processes across the health sector and an ongoing challenge for clinical education programs to teach to students. The traditional methods of teaching these skills outside of lectures are mainly through clinical placements and problem-based learning (PBL) sessions, but availability and consistency can be variable and resource heavy. To address these challenges, an e-simulation module specific to pediatric infant diagnostic testing has been developed and implemented into the teaching program. We aimed to establish whether e-simulation resulted in student skill acquisition. Academic performance measures for 67 audiology students who used a traditional PBL and 108 students who used the e-simulation module were collected and analyzed. Student survey results generated both quantitative and qualitative data, which were analyzed using a thematic analysis with an inductive approach. Findings indicated that the e-simulation platform introduced in this study yielded learning outcomes similar to the traditional PBL format previously used. Participants experienced a significant in situ increase in understanding of infant diagnostic testing concepts following the use of the e-simulation and evaluated the e-simulation platform positively. The data support that an e-simulation-based approach in clinical education presents pedagogical benefits and can provide a meaningful sustainable inclusion in today's clinical teaching programs.

Barriers to Adoption of Digital Therapeutics (DTx) into Audiology Clinical Practice: Acknowledging the Challenges, Adapting to the Future.

The continuous advancements in technologies supporting digital health and digital therapeutics (DTx) bring new possibilities to the field of audiology. This study considers a new DTx for tinnitus called Tinnibot and the willingness of a group of Australian university audiology students to consider this new DTx in their future careers as practicing audiologists. A single-group case-series design (pretest/posttest) was used to examine the opinions of 10 university audiology students before and after participating in a 2-hour information workshop on the topics of tinnitus, DTx, cognitive behavioral therapy, and a new digital therapy tool for tinnitus called Tinnibot. Student knowledge levels of the main topic areas increased from poor (before the workshop) to moderate to high after the workshop, with 40% of participants reporting they would very likely use digital therapies for future patients. A common barrier to improving this rating was the need for direct hands-on training on the DTx before the students would be confident to recommend the DTx to patients. Incorporating direct training on DTx into university audiology programs would allow greater uptake of DTx by students as they begin their careers as practicing audiologists.

Pilot evaluation of a protocol and a clinical tool developed to assess the audiological needs of adults with hearing loss

Objective: To evaluate the Québec Audiological Assessment Protocol for Younger and Older Adults (QAAP-YOA) and its accompanying clinical tool efficacy to assess the needs of individuals with hearing loss in a simulated context. This study is the Phase 2 in the development of the QAAP-YOA. Design: Participants completed two needs assessments with simulated clients and wrote audiological reports, while applying the QAAP-YOA with and without the use of its clinical tool. Interviews were filmed, and reports collected. Both were scored by two independent evaluators. A qualitative analysis of reports was also conducted. Study sample: Eleven audiology students and four early-career audiologists (n = 15). Results: The clinical tool did not influence the interview process since both experimental conditions had similar compliance rates to the protocol (p = 0.114). Compliance rates for assessment reports were higher with the clinical tool (p < 0.001). Participants’ conclusions after applying the QAAP-YOA were consistent across participants. The information provided in the reports was more comprehensive and coherent with the client’s needs when participants used the clinical tool. Conclusions: The QAAP-YOA can lead to a greater standardisation of needs assessments and to more comprehensive reports, which may lead to intervention programs more closely aligned with clients’ needs.

Student Perceptions of Learning Clinical Masking in Audiology: An Exploratory Survey Study

The audiology literature is rich with work in the area of clinical masking, yet there is a perception that learning how to mask is difficult. The purpose of this study was to explore the experiences of audiology doctoral students and recent graduates in learning clinical masking. This exploratory study used a cross-sectional survey design, sampling doctor of audiology (AuD) students and recent graduates to probe the perceived effort required and challenges experienced in learning clinical masking. A total of 424 survey responses were included in the analysis. A large majority of respondents rated learning clinical masking as being challenging and effortful. Responses suggested that it took more than 6 months for confidence to develop. Qualitative analysis of the open-ended question uncovered four themes: "negative experience in the classroom"; "lack of consensus or variation in teaching"; "focus on content/rules"; and "positives, internal and external." Survey responses shed light on the perception that clinical masking is difficult to learn and highlight teaching and learning strategies that affect the development of this skill. Students reported a negative experience when significant emphasis was placed on formulas and theories and when encountering multiple masking methods in the clinic. On the other hand, students found clinic, simulations, lab-based classes, and some classroom instruction beneficial to learning. Students reported that their learning process included use of cheat sheets, practicing independently, and conceptualizing the process of masking to support their learning.

Person centered care: preference, experience and predictors in speech-language pathology and audiology students

ABSTRACT Person-centeredness is an important aspect of healthcare service delivery endorsed by the World Health Organization. To instill person-centered care (PCC) in health training requires prioritization of PCC concepts. Focusing on Speech-Language Pathology and/or Audiology (SLP/A) this study aimed to (i) measure student preferences towards PCC using the modified Patient-Practitioner Orientation Scale (mPPOS) (ii) to determine predictors towards these preferences and (iii) describe students’ views and experiences towards PCC. A mixed-method design was followed utilizing an online survey and four focus group discussions. The survey included demographic questions, the modified Patient-Practitioner-Orientation Scale (mPPOS), the Ten-Item-Personality-Inventory (TIPI) and an open-ended question. The focus group discussions included prompting questions which facilitated an open-ended discussion. A total of 321 students (54.5% SLP) completed the online survey across all seven South African Universities, and 16 students (39% Audiology students) participated in the focus group discussions. High preference towards person-centeredness with a mean mPPOS score of 4.3 (SD 0.6) was obtained. Quantile regression analysis revealed eight common predictors towards PCC preferences. Three main categories emerged from the open-ended question and focus group discussions: (i) client-clinician relationship (ii) barriers towards PCC and (iii) PCC training. Although students have a preference for and an understanding of PCC, there are important factors to consider during training. Curriculum enhancement can nurture and foster the skills required to provide care that is more person-centered.

Significant Hearing Loss Found in Ukrainian Refugees

Significant Hearing Loss Found in Ukrainian Refugees