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

Hughes, Jane, Wilson, Wayne J., MacBean, Naomi and Hill, Anne E. (2016) Simulated patients versus seminars to train case history and feedback skills in audiology students: a randomized controlled trial. International Journal of Audiology, 55 12: 758-764. doi:10.1080/14992027.2016.1210829


Author Hughes, Jane
Wilson, Wayne J.
MacBean, Naomi
Hill, Anne E.
Title Simulated patients versus seminars to train case history and feedback skills in audiology students: a randomized controlled trial
Journal name International Journal of Audiology   Check publisher's open access policy
ISSN 1708-8186
1499-2027
Publication date 2016-08-01
Year available 2016
Sub-type Article (original research)
DOI 10.1080/14992027.2016.1210829
Open Access Status Not yet assessed
Volume 55
Issue 12
Start page 758
End page 764
Total pages 7
Place of publication Abingdon, Oxfordshire, United Kingdom
Publisher Taylor & Francis
Language eng
Subject 1203 Language and Linguistics
3310 Linguistics and Language
3616 Speech and Hearing
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.
Formatted 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.
Keyword Simulated patients (SPs)
Student assessment
Seminars
Case history
Feedback
Randomized controlled trial
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Health and Rehabilitation Sciences Publications
 
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