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An Online Learning Module on the Role of Audiologists in Team-Based Primary Care: A Quality Improvement Assessment
Jana N Bataineh1, Adam Gavarkovs, Sheila T F Moodie
1Ms. Bataineh: PhD candidate, Health and Rehabilitation Sciences, Faculty of Health Sciences, Western University, Ontario, Canada and National Centre for Audiology, Western University, Ontario, Canada. Dr. Gavarkovs: Research Associate, Division of Continuing Professional Development, Faculty of Medicine, University of British Columbia, Vancouver, Canada. Dr. Moodie: Associate Professor, Health and Rehabilitation Sciences, Faculty of Health Sciences, Western University, Ontario, Canada; National Centre for Audiology, Western University, Ontario, Canada, and School of Communication Sciences and Disorders, Faculty of Health Sciences, Western University, Ontario, Canada. Ms. O'Hagan: Research Technician, National Centre for Audiology, Western University, Ontario, Canada. Ms. Cooke: Audiologist, Speech-Language & Audiology Canada, Ontario, Canada. Ms. Cameron-Turley: Speech-Language Pathologist, Speech-Language & Audiology Canada, Ontario, Canada. Dr. Glista: Assistant Professor, Health and Rehabilitation Sciences, Faculty of Health Sciences, Western University, Ontario, Canada; National Centre for Audiology, Western University, Ontario, Canada, and School of Communication Sciences and Disorders, Faculty of Health Sciences, Western University, Ontario, Canada.
Introduction:
The rapidly changing hearing health landscape, paired with health system resource and delivery challenges, presents the need to develop innovative learning opportunities that prepare health care professionals to work as part of an interprofessional team.
Methods:
An interprofessional team of clinicians and researchers developed an online learning module titled The Role of Audiologists in Team-Based Primary Care . To support quality improvement efforts, learners were asked to complete pre- and post-module surveys, which included multiple-choice knowledge questions and Likert-scale statements assessing self-efficacy, value, and knowledge of learners' premodule and postmodule completion.
Results:
Forty-seven learners participated in a premodule and postmodule assessment. Pre-module to post-module responses increased for all three domains evaluated: knowledge, self-efficacy, and value. The findings were not significant for the value of audiology in team-based primary care, indicating the need for greater efforts to encourage buy-in among learners through experiential learning opportunities and integration of content into mandated training.
Discussion:
Preliminary findings from this quality assessment highlight that a novel online learning module focused on the roles of audiologists in team-based primary care can affect learners' knowledge, self-efficacy, and values regarding the topic. Future evaluations assessing the impact of module implementation alongside in-person activities can further improve learners' outcomes.
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