Simulated patients versus seminars to train case history and feedback skills in audiology students: A randomized controlled trial

Abstract

Objective: To compare simulated patients (SP) versus seminars for training audiology students to take a case history and give feedback with adult patients. Design: A randomized controlled trial with cross-over. Study sample: Twenty-four audiology students, five SPs, two clinical educators (CE) and three evaluators. Students were randomly allocated to Group 1 who completed SP then seminar training or Group 2 who completed seminar then SP training. The SP training saw each student work with an SP in a clinic room and receive individualized feedback. The seminar training saw the student group work with a single CE in a lecture room and receive group feedback. All students were assessed taking a case history and giving feedback to an SP before, between, and after the training blocks. Results: Mixed model analyses of derived factors for case history and feedback showed significant (p < 0.05) effects for assessment occasion (i.e. student skills improved with more training) but not for training sequence (i.e. order of training did not affect skill improvements) or training type (i.e. type of training did not affect skill improvements). Conclusion: SP training provided no benefit over seminar training in audiology students learning case history and feedback skills with adult patients.

Key Words:

• Simulated patients (SPs)
• student assessment
• seminars
• case history
• feedback
• randomized controlled trial

Acknowledgement

The authors would like to thank Dr Asad Khan PhD, statistician for the School of Health and Rehabilitation Sciences at The University of Queensland, for his advice on the statistical analyses performed in this study.

Declaration of interest

The authors report no conflicts of interest.