Design of a Simulation Tool for Audiology Education to provide Hearing Screening Training

Early identification of hearing impairment and ear disorders is important, which is why hearing screening is routinely done on newborns, with regular screening recommended on children through the age of 18. Screening is also completed with adults to assess and treat hearing problems. Procedural training is needed for new Speech-Language Pathologists and nursing students as well as continuing education for those trained to perform this procedure. An audiology simulator was developed to provide an alternative to traditional face-to-face lab instruction. Using a design science approach, the development of the simulation prototype is discussed. Contributions include a useful framework for developing such a simulation of an existing process, a description of a unique artifact that supports an individualized, self-paced learning environment using context-sensitive feedback and performance assessment, and an extensible approach to supporting virtual subjects in audiological training

Standardized Patients in Communication Sciences and DIsorders: Past, Present and Future Directions

Standardized patients (SPs) are increasingly being used with students in the field of communication sciences and disorders (CSD). The purpose of this paper is to describe the use of SPs with CSD students. Challenges to the clinical education of students are described, and a call is made to expand the use of SPs to facilitate student learning of clinical skills and to assess students’ clinical competency

Audiology Students’ Perception of Hybrid Simulation Experiences: Qualitative Evaluation of Debriefing Sessions

Simulation-based research is still new in the audiology field and requires more research to better understand students’ perspectives on standardized patients/parents (SPs) and manikins use. There is also limited research about debriefing practices in audiology. This qualitative study used a baby simulator and SPs to evaluate audiology students’ reflection during three debriefing sessions conducted at the University of Arkansas for Medical Science (UAMS) Simulation Center. Seventeen Doctor of Audiology (AuD) students participated in the simulation event, and the data were collected using the transcripts of videotaped debriefing sessions. The qualitative content analysis of the transcripts revealed eight sub-themes: support, compassion, respect, teamwork, limited academic knowledge and practice, insufficient communication skills, low self-confidence, and undesirable emotional reactions. These items, in turn, fell under two main themes of Qualification and Lack of Preparation. Both main themes were included in one core category named Professional Dispositions and Competencies. Study findings indicated that audiology students demonstrated both promising professional dispositions and competencies as well as characteristics that may hinder students from developing their professional abilities. Thus, audiology programs will benefit from simulation use, including debriefing sessions, to emphasize professional efficiency

Impact of Virtual Simulation and Coaching on the Interpersonal Collaborative Communication Skills of Speech-Language Pathology Students: A Pilot Study

Communication between clinicians, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. However, graduate students in speech-language pathology (SLP) programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to explore the use of virtual-reality based rehearsal with coaching on the interpersonal collaborative communication skills of SLP graduate students when delivering information regarding a singular patient to different stakeholders. Three graduate students completing their third semester in a SLP program participated in the study. Each participant was provided a clinical case scenario and asked to deliver recommendations related to the client’s communication abilities to a single adult avatar portraying either a parent, teacher, or pediatrician. This task was repeated twice to allow assessment of performance across multiple trials. A brief reflection and coaching period was provided between trials with the same avatar. All interactions were scored using the Situation, Background, Assessment, Recommendation, and Communication (SBAR-C) tool. All participants demonstrated improved communication skills between their first and second trial with each avatar as measured by the SBAR-C. Social validity surveys with participants revealed that they found the intervention to be valid and acceptable

The Use of Simulation Training to Improve Knowledge, Skills, and Confidence Among Healthcare Students: A Systematic Review

Purpose: The use of simulation has become a routine part of education and training for health professionals in many health education facilities. The increased awareness of patient safety and recent advances in technology are the main incentives to use simulation to teach and evaluate clinical competencies. The primary purpose of this study was to review the best available evidence (level and quality) for the use of simulation training to improve clinical skills, knowledge, and self-confidence among healthcare students. Method: A systematic review of qualitative and quantitative literature published between 2000 and 2016 was undertaken using databases including PubMed, CINAHL®, and PsycINFO® databases as well as three journal collections within ProQuest. In addition to the database search, the literature search for this study included two additional activities: search results were compared against the bibliographies of the reviewed studies, and Google Scholar was used to search the Internet for relevant publications. Data from studies meeting inclusion criteria was extracted and summarized. The level and strength of evidence was rated for each study. Results: Of 1412 studies identified via the search strategy, 30 met the inclusion criteria for this systematic review. A wide variety of study designs, interventions, measurements, and simulation types were represented. Data for study location, health profession, sample size, purpose, simulation type, intervention, and outcome measure are presented via evidence tables by authors. Statistically and/or clinically significant improvements in knowledge, skills, and/or self-confidence following simulation training were reported. Primary and secondary outcomes were identified and summarized. Conclusions: Evidence demonstrates that the use of simulation in student education significantly improves knowledge, skills, and self-confidence. A quality improvement framework of five best practice components for application in simulation research is proposed, generated from the findings of this review. Future research employing high quality research designs focusing on debriefing practices, interprofessional education applications, validation of outcome measures, student satisfaction, and long-term information retention will contribute to the growing body of literature supporting best practices for simulation training in healthcare

Clinical Simulations in Academic Courses: Four Case Studies Across the Medical SLP Graduate Curriculum

Simulation practices are growing in both popularity and necessity within speech pathology programs. Simulation use can serve to not only minimize client risk but to increase student confidence and competence prior to patient contact, particularly with low incidence or medically fragile patients. This paper describes and reflects on four individual simulation experiences within one graduate speech language pathology program and their outcomes. The use of both simulated patients and mannequin training resulted in an increase in students\u27 perception of knowledge and confidence in their clinical skills with medical patients

Speech Pathology Student Perspectives on Virtual Reality to Learn a Clinical Skill

Evidence supports the use of simulation in educating speech pathology (SP) students, however most of the research has centered on low fidelity techniques as opposed to high fidelity and immersive technologies like virtual reality (VR). Whilst there has been research on the use of VR to teach clinical skills to students in other health disciplines (e.g., dentistry, nursing), use of VR in SP has focused mainly on its use in client intervention. There is an opportunity to use VR to teach clinical skills to SP students, particularly in response to barriers to clinical placement opportunities like the COVID 19 pandemic. Aim/s: The aim of this qualitative study was to explore students’ perceptions on the use of VR to learn a clinical skill: administration of an oral musculature assessment (OMA). Second year SP students received VR training on OMAs (VR-OMA) at the start of their first pediatric clinical placement. Students completed a brief, open-ended survey regarding their experiences and perceived impact of the VR tool. Data from 55 surveys were retrospectively analyzed using a thematic approach. Results: Survey responses highlighted that the VR-OMA training created a positive learning experience. Five themes were generated: the technology, the teaching and learning strategies, the outcomes, the experience, and a good alternative. Speech pathology students valued the inclusion of the VR-OMA training in their learning and highlighted many advantages to the use of this technology when learning a clinical skill

Comparison of In Vivo Simulation Training Compared to Video Simulation Training for Identifying Clinical Markers of Distress When Feeding Preterm Infants

Preterm infants have multiple health complications due to their underdeveloped neurological systems. Bottle-feeding difficulties are one complication that leads to pulmonary illness secondary to aspiration. Preterm infants exhibit clinical markers when experiencing distress during bottle-feeding. Training caregivers to identify clinical markers reduces the risk for aspiration. Simulation training provides a safe learning environment without harming patients. Twenty-two speech-language pathology and pre-requisite students divided into two simulation groups, video-simulation (N=12) and in-vivo simulation (N=10), were trained to document clinical markers of distress exhibited by preterm infants and make clinical judgments about bottle-feeding. Students rated their levels of anxiety during simulation training. Results revealed that students trained using video-simulation performed with higher clinical judgment scores and lower anxiety levels than students who received in-vivo training. Students’ knowledge of and ability to identify distress markers in preterm infants during bottle-feeding significantly improved after training in both groups without group differences

Development and Validation of a Probe Tube Placement Training Simulator

For over 90% of individuals with hearing loss, hearing aids are the primary method of treatment. Recent studies have shown that most hearing aids are not personalized properly to patients, resulting in poor hearing outcomes. Poor training methods has been proposed as a possible reason for these findings. A training simulator was developed consisting of a mannequin head with flexible, anatomically correct ears, and an optical tracking system for tracking the insertion of diagnostic equipment into a 3D printed ear canal. The simulator provides an outlet for trainees to practice their clinical procedures while receiving validated feedback, without the need for an instructor. Two validation studies with students and experts were completed. Experts found the simulator to provide an improved educational experience, while students who used the simulator found increased skill development. Further steps are currently being taken to incorporate this validated simulator into training programs in the field