Training outcomes for audiology students using virtual reality or traditional training methods

Abstract

Due to limited space and resources, it can be difficult to train students on audiological procedures adequately. In the present study, we compared audiology training outcomes between a traditional approach and a recently developed immersive virtual reality (VR) approach in audiology students. Twenty-nine first-year audiology students participated in the study; 14 received traditional training (“TT group”), and 15 received the VR training (“VRT group”). Pre- and post-training evaluation included a 20-item test developed by an audiology educator. Post-training satisfaction and self-confidence were evaluated using Likert scales. Mean post-training test scores improved by 6.9±9.8 percentage points in the TT group and by 21.1±7.8 points in the VRT group; the improvement in scores was significant for both groups. After completing the traditional training, the TT group was subsequently trained with the VR system, after which mean scores further improved by 7.5 points; there was no significant difference in post-VR training scores between the TT and VRT groups. After training, the TT and VRT groups completed satisfaction and self-confidence questionnaires. Satisfaction and self-confidence ratings were significantly higher for the VR training group, compared to the traditional training group. Satisfaction ratings were “good” (4 on Likert scale) for 74% of the TT group and 100% of the VRT group. Self-confidence ratings were “good” for 71% of the TT group and 92% of the VRT group. These results suggest that a VR training approach may be an effective alternative or supplement to traditional training for audiology students.

Effectiveness of Virtual Reality-Based Training on Oral Healthcare for Disabled Elderly Persons: A Randomized Controlled Trial

“…In other RCT studies, VR-based educational interventions have been reported to exhibit learning outcomes similar to traditional education techniques [32][33][34]. The findings from a radiography education intervention revealed that the test scores of the VR intervention group and the traditional education group both improved after training; however, the amount of change in the test scores in the VR group indicated that VR-based education may have been more effective than traditional education [35]. Clinical skill performance is reported to be the most influential source of self-efficacy [36,37].…”

Design of a Simulation Tool for Audiology Education to provide Hearing Screening Training

“…Prior work in audiology simulation education includes the use of an immersive training system that was found to provide audiology students with better learning outcomes and selfconfidence than found with traditional training [7]. Simulated training has been found to help with student's self-confidence in performing audiology testing [7,21].…”

“…Prior work in audiology simulation education includes the use of an immersive training system that was found to provide audiology students with better learning outcomes and selfconfidence than found with traditional training [7]. Simulated training has been found to help with student's self-confidence in performing audiology testing [7,21]. The use of standardized patients for training on infant hearing screening and parental counseling simulation was found to improve clinical skills and increase confidence levels of audiology students [21].…”

“…Simulation is increasingly being used in medical training. It has been found to improve nursing knowledge and skills, self-confidence, communication skills, empathy, critical thinking abilities, leadership, and situation management among nursing students [2,3,3,4,6,7].…”

Immersive Virtual-Reality-Based Streaming Distance Education System for Solar Dynamics Observatory: A Case Study

“…VR in education promotes active interactions among students and avoids distractions in the classroom. Representative applications include medical education [1][2][3], vocational training [4,5], and virtual field trips [6,7]. VR in education can overcome physical (spatiotemporal) constraints and enable learning that is not influenced by the dangers or restrictions of the real world.…”