Thousands of children are diagnosed with hearing loss every year in the United States (U.S.) and worldwide. The advanced technology and the growing body of research support the early identification, diagnosis, and intervention of these children, so training audiology students and other healthcare students (e.g., nursing students) is important. Although it is arguable whether simulation as an experiential learning experience has a higher impact on student’s acquisition of knowledge than other learning experiences, numerous simulation studies have proven that simulation is an effective educational and training tool. Several simulation types (models) and components, such as manikins, standardized patients (SPs), coupled with debriefing can be used to improve student development of professional competencies. Moreover, simulation can be designed to serve the purpose of interprofessional learning (IPL) (i.e., interprofessional education [IPE] and interprofessional practice [IPP]). However, the use of simulation in audiology education is still in its infancy for a number of reasons: (a) little attention is given to the inclusion of manikins, SPs, and debriefing in audiology education, (b) few manikins are currently available for training audiology students, and (c) IPL, which usually includes simulation, has not been widely used in audiology. Generally, there is lack of published simulation-based studies in audiology.
This dissertation aimed to (a) explore the use of simulation literature not only among audiology students but also healthcare students, (b) use the Baby Isao simulator, standardized parents, simulation scenarios, and debriefing sessions to increase students’ professional competencies, particularly knowledge, skills, and self-confidence such as parental counseling, and (c) investigate students’ reflections regarding the simulation experiences during the simulation debriefing sessions. This dissertation proposed an innovative and creative way in audiology education to enhance training of graduate student clinicians. Three research studies are included in this dissertation that aimed to (a) obtain insight and increase awareness into the science of simulation and how it is being used in other healthcare professions, (b) close the gap between the traditional knowledge learned in the classroom and the skills employed in the real world to improve students’ professional competency, and (c) develop a conceptual framework and model to implement simulation in audiology education.
These published studies demonstrated: (a) the best available evidence for the use of simulation in improving professional competencies among audiology and other healthcare students, (b) the value of using infant hearing screening and parental counseling simulation sessions to enhance students’ learning, (c) the importance of the use of simulation and standardized parents as a pedagogical tool for audiology students, and (d) audiology students’ impressions about the simulated learning experiences. Finally, audiology programs are encouraged to explore the benefits of the use of simulation and implementation of simulation training to emphasize students’ professional competencies and identify the limitations of knowledge and skills among audiology students. For example, simulation training can be employed in audiology courses, such as pediatric audiology or counseling courses to improve knowledge, skills, and professional competency generally.
|Commitee:||Anders, Michael, Atcherson, Samuel, Franklin, Clifford, Nagaraj, Naveen, Smith-Olinde, Laura|
|School:||University of Arkansas for Medical Sciences|
|Department:||Communication Sciences and Disorders|
|School Location:||United States -- Arkansas|
|Source:||DAI-B 78/12(E), Dissertation Abstracts International|
|Subjects:||Audiology, Special education|
|Keywords:||Audiology, Education, Hearing screening and intervention, Interprofessional practice, Professional competency, Simulation|
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