Assessing the Influence of Virtual Patients on Self-Efficacy: Perspectives From Audiology Students

This project aims to examine the effect of pediatric virtual patients (VPs) on audiology students' perception of self-efficacy and characterize student reflections of using pediatric VPs. A mixed methods convergent parallel design was employed for this study. To measure the effect of VPs on self-efficacy the learning self-efficacy scale (L-SES) for clinical skills was used. A thematic analysis of open-ended survey questions was completed to establish student reflections. A total of 92 first-year Master of Clinical Audiology students from two cohorts participated, with 38 completing both pre- and post-VP L-SES. Statistically significant changes in self-efficacy were seen for cognitive and psychomotor domains. Five themes were established: Gaining experience, feedback for learning, time and place, usability considerations and recommendations for future applications. This study indicates that the use of pediatric behavioral hearing assessment VPs can drive gains in self-reported self-efficacy in cognitive and psychomotor domains. Gains to affective self-efficacy improvements are likely harmed by usability issues. These findings add to a growing evidence base on the educational value of VPs as it relates to self-efficacy within audiology and the wider health care field.