Student perceptions of two simulated learning environments in paediatric audiology

Wilson, Wayne J.; Schmulian, Dunay; Sher, Auriel; Morris, Suzanne; Hill, Anne

doi:10.1080/14992027.2019.1660004

Cited by 12 publications

(4 citation statements)

References 23 publications

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“…Both academic programs in the current study are encouraged to assist students in learning the EHDI timeline and other clinical procedures via the use of simulation training and actual hands-on balanced clinical rotation experiences with real patients. Results from previous studies indicated similar improvements in the participants' knowledge and skills after simulation training sessions (Dzulkarnain, Wam Mhd Pandi, Rahmat, & Zakaria, 2015;Kaf, Masterson, Dion, Berg, & Abdelhakiem, 2013;Sistrunk, 2002;Wilson, Hill, Hughes, Sher, & Laplante-Levesque, 2010;Wilson, Schmulian, Sher, Morris, & Hill, 2019).…”

Section: Discussionmentioning

confidence: 59%

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

Alanazi

Mohamud

AlSuwailem

2020

Speech, Language and Hearing

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Section: Discussionmentioning

confidence: 59%

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

Alanazi

Mohamud

AlSuwailem

2020

Speech, Language and Hearing

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“…In addition to video otoscopic training using volunteer patients, institution of higher learning, particularly in LMICs, should consider using simulations as part of clinical training as research suggests that simulations improve students’ confidence and competence [ 24 , 25 ]. Wilson and colleagues [ 25 ] argue that simulations should support clinical training and not replace clinical training. Von Buchwald and colleagues [ 26 ] found that junior doctors scored low in identifying simulated middle ear pathologies.…”

Section: Discussionmentioning

confidence: 99%

Undergraduate audiology students’ perceived competence and confidence in conducting otoscopic examination following video otoscopic training

Sebothoma

Khoza-Shangase

2021

BMC Med Educ

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Background Emerging research indicates that video otoscopy can be used as a teaching tool to enhance students’ ability to identify outer and middle ear pathologies. However, there is little research on the perceptions of audiology students regarding their competence and confidence following video otoscopic training, and how they view the use of video otoscopy as a teaching tool. Therefore, this study aimed to determine undergraduate (UG) audiology students’ perceived competence and confidence in conducting otoscopy following training by video otoscopic examination. Methods A survey methodology with a cross sectional design was employed. An electronic questionnaire was distributed to all third and fourth year (senior) (N = 79) UG audiology students using Survey Monkey. Ethical approval and permission from relevant stakeholders were obtained. Data were analysed using both descriptive and inferential statistics. Results 60 % of the students felt competent in performing otoscopy, while 63.3 % felt less competent in interpreting otoscopic examination findings. 43.3 % felt they can confidently and competently identify outer ear pathologies. There was no association between the number of video otoscopic examinations performed and perceived competence or/and confidence. There was also no statistically significant relationship between year of study (e.g., third year versus fourth year) and perceived competence or/and confident (p = 0.7131). Almost all (97 %) students felt that video otoscopic training should continue to be part of the clinical training as it helped them enhance their skills in performing otoscopy. Conclusions Current findings highlight the need to improve students’ practical training, incorporating pathologic ears into the curriculum. These findings also highlight the importance of supplementing practical training methodologies with changing technological advancements, particularly where tele-audiology opportunities may exist.

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“…This use covers the application of a wide variety of analogous and digital resources among which Roleplaying games (Gunn et al, 2018;Sapkaroski et al, 2019Sapkaroski et al, , 2021Shih et al, 2015), digital developments oriented toward virtual reality (Bhattacharjee et al, 2018;Georgiou et al, 2020;Osti et al, 2020;Tai et al, 2020), the use of mannequins (Mendoza-Maldonado & Barría-Pailaquilén, 2018;Morley et al, 2019;Ward et al, 2014;Wilson et al, 2020), simulated situations developed for problem and case solving (Dave, 2018;Gallimore et al, 2008;Wong et al, 2021), in-person simulations developed as theatrical exercises (Cowperthwait et al, 2021;Gargano & Timke, 2022; Tellez et al, 2021;Weber et al, 2021), Computer-aided design (CAD) simulations (Cheng et al, 2020;Conrad et al, 2021), web-based virtual laboratories or "PhET" interactive simulations (Aboraya, 2021;Liu et al, 2018;Roy et al, 2015), Game-based mobile apps, serious and immersive games (Castronovo et al, 2017;Ferreira et al, 2021;Hauge & Riedel, 2012), and simulation board games (Bridges et al, 2019;Manshoven & Gillabel, 2021).…”

Section: About the Knowledge That Involves Simulationmentioning

confidence: 99%

Simulated Learning Environments as an Interdisciplinary Option for Vocational Training: A Systematic Review

Navarro-Parra,

Chiappe

2023

Simulation & Gaming

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Background The current scenario of university education calls for training spaces that go beyond direct instruction and knowledge memorization exercises. Such requirement stems from the need to articulate very diverse knowledge and skills that the current professional must develop both in university practice and in their daily work. Given this circumstance, it is imperative to build new teaching experiences that articulate the space of practice and the knowledge that corresponds to it, as scenarios for the interdisciplinary and permanent construction of knowledge. Method To address this issue, a systematic literature review has been conducted to explore research from the last 20 years on the educational implementation of simulations in various professions. After conducting filtering and sampling processes, 101 articles were reviewed, which were read in depth and to which qualitative processes of categorization and frequency analysis were applied. Results The results of the review highlight some advantages and limitations of simulations as learning resources and suggest the importance of their deployment from an interdisciplinary perspective of teaching, especially in health sciences. Conclusion Finally, we reflect on the importance of approaching simulation-based learning from a curricular perspective, which brings learning in higher education closer to the complex realities of the world of work. In addition, the existence of great challenges and transformative effects of its implementation on university educational structures and models is highlighted.

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Student perceptions of two simulated learning environments in paediatric audiology

Cited by 12 publications

References 23 publications

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

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

Undergraduate audiology students’ perceived competence and confidence in conducting otoscopic examination following video otoscopic training

Simulated Learning Environments as an Interdisciplinary Option for Vocational Training: A Systematic Review

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