Audiology and Speech-Language Pathology Simulation Training on the 1-3-6 Early Hearing Detection and Intervention Timeline

Abstract

Purpose This study aimed to find out more about the effect of the use of the 1-3-6 early hearing detection and intervention (EHDI) timeline and interprofessional simulation training on audiology and speech-language pathology graduate students' confidence level of knowledge and skills. Method A 1-group pretest–posttest quasi-experimental study design was used to assess self-ratings of confidence in knowledge and skills. The mean age for 50 graduate students participating in this study was 25.32 years ( SD = ±3.77, range: 22–37 years). Participants completed a pre- and postevent questionnaire in which they rated their level of confidence for specific knowledge and skills. Three case scenarios represented by standardized parents were developed, and 8 students volunteered to participate in implementing the 1-3-6 EHDI timeline, whereas others participated as observers. All participants participated in the briefing and debriefing sessions immediately before and after each scenario. Participants were asked to rate their readiness for interprofessional education/practice and their satisfaction of the educational experience after the last case scenario. Results Overall, the pre- and postsimulation event questionnaire revealed a significant improvement in the participants' self-rated confidence levels in knowledge and skills. The mean difference between pre- and postevent scores was 0.78 ( p < .01). The mean interprofessional learning was 2.13 (range: 1.16–2.57, SD = ±0.24) based on a Likert scale, where 1 = strongly agree and 5 = strongly disagree . The mean satisfaction level was 4.37 (range: 3.94–4.72, SD = ±0.24) based on a Likert scale, where 1 = not satisfied and 5 = very satisfied . Conclusions The results demonstrated the value of using interprofessional simulation training among audiology and speech-language pathology students to improve their confidence in knowledge and skills. The curriculum developed in this study for the 1-3-6 EHDI timeline provides resources for educators in both professions and other related professions.

The effect of simulation learning on audiology and speech-language pathology students’ self-confidence related to early hearing detection and intervention: a randomized experiment

“…Both groups in our study had their confidence in IPE/IPP increased even though not all students were active participants. Simulation offers a good opportunity for training AUD and SLP students and students from different health professions to learn from, about and with each other and improve their professional competencies (e.g., roles and responsibilities and professional communication and teamwork; Alanazi & Nicholson, 2019;Barker, Bosco, & Oandasan, 2005;Robins et al, 2008). However, the combination of simulation-based training and IPE/IPP has not been widely used in the fields of AUD and SLP, and the dearth of published studies in both fields is readily apparent.…”

“…ASHA (2015) encourages academic programs to employ IPE training, so students and professionals in both professions can engage and work collaboratively with each other and with other healthcare professions. Alanazi and Nicholson (2019) assessed the readiness for interprofessional learning of 50 postgraduate AUD and SLP students. Their IPE/IPP questionnaire revealed that student participants had a high level of readiness for interprofessional learning and were either in agreement or strongly agreed with the components of the interprofessional learning.…”

“…Alanazi, Nicholson, and Thomas (2017) conducted a systematic review and identified a framework of five best practice components for application in simulation research and training: (a) study design, (b) outcome measures, (c) integration of IPE/IPP, (d) debriefing, and (e) satisfaction and information retention. Alanazi and Nicholson (2019) added another component '(f) SPs and case scenarios' to the framework of the best practice. It is assumed that the simulation-based training that includes all these components will be a highresource model of teaching.…”

“…A 16-item questionnaire was used to assess students' confidence level in knowledge and professional competencies (Appendix). This questionnaire followed the framework of the validated 19-item questionnaire of self-confidence in knowledge and skills (Alanazi & Nicholson, 2019). Two independent experts reviewed the 19-item questionnaire and found that three items were interrelated to other questions, so they decided to remove these items: 'Pause and wait for the parents' response after sharing', 'Use appropriate body language', and 'invite questions and concerns'.…”

“…Active participation increases the effectiveness of adults' learning, and adults may not effectively learn from the traditional teaching method (e.g., lectures) if not coupled with hands-on training exercises (Miller, Nentl, & Zietlow, 2010). Simulation, the imitation of real functions in simulated environments, is an active teaching method that can transfer theory to practice in a cohesive manner (Alanazi & Nicholson, 2019;Halm, Lee, & Franke, 2011). Simulation facilitates learning by reproducing all or part of a clinical event or experience for leaners to practice in a safe environment with no direct impact on patients (Maran & Glavin, 2003).…”