The Use of Simulation in Audiology Education: A Systematic Review

Abstract

Purpose: This study aimed to assess the level and quality of evidence supporting the use of simulation in audiology education regarding enhanced knowledge, skills, self-confidence, and satisfaction. Method: A systematic review of qualitative and quantitative peer-reviewed literature published between 2000 and 2023 was conducted. The PICO mnemonic (where P = population, I = intervention, C = comparison, and O = outcomes) was used to frame the clinical question and generate search terms. Search strategies were executed in seven databases. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were used to track the peer-reviewed literature identification and selection process. The Joanna Briggs Institute Critical Appraisal Checklists and Levels of Evidence were used to characterize the research studies. Results: A total of 668 records were identified. Nineteen peer-reviewed publications met the inclusion criteria. Diverse study designs, interventions, assessment techniques, and simulation types were identified. Characteristics of included studies (e.g., author, year, study purpose) were reported by evidence tables. Primary and secondary outcomes were identified and described. Results indicate statistical and/or clinically significant improvements in knowledge, skills, and/or self-confidence following simulation training. Each study was critically appraised, and the level, quality, and strength were assigned. Conclusions: The use of simulation as an educational method among audiology students has been shown to dramatically increase knowledge, skills, and self-confidence. However, the use of simulation in audiology education is still behind compared to other health professions. As a result, there are a limited number of simulation-based studies in audiology. Most health academic institutions have well-designed simulation centers; therefore, audiology programs are urged to collaborate with colleagues in other professions and benefit from the services offered by these facilities.

Beyond multiple choice: Clinical simulation as a rigorous and inclusive method for assessing genetic counseling competencies

“…There are various guidelines and standards of best practice for the development and use of simulation and debriefing (Lewis et al, 2017), some of which are broad and others which pertain to specific fields of practice. Simulation is used widely in the training and maintenance of certification for a variety of healthcare professions such as physicians/residents (Motola et al, 2013), nurses (MacLean et al, 2017, social workers (Asakura et al, 2021;Logie et al, 2013), occupational and physical therapists (Bennett et al, 2017;Mori et al, 2015), audiologists (Alanazi & Nicholson, 2023), and psychologists/psychiatrists (Kühne et al, 2018). The Objective Structured Clinical Examinations (OSCEs) are used in various fields to evaluate trainees' specific skills at multiple stations in which trained actors portray patients for brief encounters (Khan et al, 2013).…”