Simulated learning environment (SLE) in audiology education: A systematic review

Area of Science:

• Audiology Education
• Medical Simulation
• Clinical Training

Background:

• Traditional audiology education relies on conventional teaching methods.
• Simulated learning environments (SLEs) offer a controlled setting for skill development.
• The effectiveness of SLEs in audiology requires systematic evaluation.

Purpose of the Study:

• To systematically review the literature on the outcomes of simulated learning environment (SLE) training in audiology education.
• To assess the impact of SLEs on student performance and learning in audiology.

Main Methods:

• A systematic review of peer-reviewed literature was conducted.
• Searches were performed across fifteen databases.
• Four studies met the predefined inclusion criteria for the review.

Main Results:

• Three out of four studies reported positive outcomes for SLE training, showing higher post-training scores compared to traditional or no-training groups.
• One study indicated superior performance in the traditional training group over the SLE group.
• Both studies comparing pre- and post-training scores demonstrated significant improvements after SLE training.

Conclusions:

• Simulated learning environment (SLE) training appears to be an effective tool for basic clinical training in audiology.
• The current evidence supporting SLEs in audiology is limited, necessitating cautious interpretation.
• Further research is recommended to address existing gaps and strengthen the evidence base for SLEs in audiology education.