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

ABSTRACT

The use of simulation in audiology (AUD) and speech-language pathology (SLP) fields is less than its use in other health professions. This study aimed to examine the effect of the use of simulation training sessions versus video simulation case scenarios on AUD and SLP undergraduate students’ confidence in knowledge and professional competencies of the 1–3–6 early hearing detection and intervention (EHDI) timeline. A randomized pretest-posttest control group study design was used to assess self-ratings of confidence for specific knowledge and professional competencies. Thirty-four undergraduate students (AUD = 24; SLP = 10) participated in this study. The mean age of the participants was 20.09 years (SD = ±0.79, range: 19–21 years). All AUD and SLP participants attended a lecture and then were divided into two groups: the experimental group had simulation activities, while the control group watched video-recorded scenarios followed by a discussion session. Statistically significant differences (improvements) of students’ confidence in knowledge and professional competencies were detected in both groups. The mean difference between pre- and post-test scores for the experimental group was 0.59 (p < 0.001), and it was 0.91 (p < 0.001) for the control group. The use of simulation training sessions or video simulation case sceneries can facilitate student learning. Video simulation case scenarios are feasible for teaching the 1–3–6 EHDI timeline and offer similar situations to simulation training sessions. AUD and SLP programs are encouraged to use both teaching methods.

KEYWORDS:

• Audiology
• early intervention
• education
• hearing screening
• hearing loss
• Saudi Arabia
• simulation
• speech-language pathology

Acknowledgments

The authors thank Dr Masuadi, Saudi Society of Speech-Language Pathology and Audiology personnel, and students for their time and cooperation.

Disclosure statement

No potential conflict of interest was reported by the author(s).