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Student perceptions of two simulated learning environments in paediatric audiology
W J Wilson1, D Schmulian1, A Sher1
1School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia.
Audiology students perceived simulated learning environments (SLEs) positively for paediatric audiology training. The auditory brainstem response (ABR) SLE was rated higher than visually reinforced orientation audiometry (VROA) SLE for preparedness and realism.
Area of Science:
- Audiology education
- Medical simulation
- Paediatric audiology
Background:
- Simulated learning environments (SLEs) offer controlled training for audiology students.
- Paediatric audiology requires specialized skills in assessment and client interaction.
- Assessing student perceptions of SLEs is crucial for curriculum development.
Purpose of the Study:
- To evaluate audiology student perceptions of two distinct simulated learning environments (SLEs) in paediatric audiology.
- To compare student feedback on an auditory brainstem response (ABR) simulation versus a visually reinforced orientation audiometry (VROA) simulation.
Main Methods:
- A one-shot case study design was employed.
- Fifteen audiology students participated in two SLEs: neonatal ABR and young child VROA.
- Student perceptions were gathered via questionnaires post-simulation.
Main Results:
- Students responded positively to audiometric testing, client interaction, and mannequin interaction aspects in both SLEs.
- The ABR SLE was rated higher than the VROA SLE in preparedness, effectiveness, realism, training, and usefulness.
- Low anxiety levels were reported by students for both simulated learning environments.
Conclusions:
- Participating audiology students generally responded positively to both simulated learning environments.
- Further research with designs measuring direct skill improvement is recommended for clinical transition.
- Simulated learning environments show promise for enhancing paediatric audiology training.
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