JMIR Publications

ABSTRACT

Background:

Early identification of hearing loss and ear disorders is important. Regular screening is recommended for children through the age of 18, and for adults to determine if a full hearing assessment is necessary and hearing problems treated. Procedural training is needed for new speech-language pathology students as well as continuing education for those trained to perform this screening procedure.

Objective:

The aims of this study were: 1) to describe the development of a new hearing screening simulation software platform, and 2) to report the use of this software platform to train a group of speech-language-pathology students in the processes of hearing screening.

Methods:

An audiology simulator modelled after the commercial GSI 39 Combination Audiometer and Tympanometry device was developed to provide a precursor to traditional face-to-face clinical instruction. Using a design science approach, the development of the simulator is presented. Design Science Research (DSR) is an approach to research focusing on process and knowledge gained in the creation of innovative artifacts. The process was initiated by establishing the initial design criteria, followed by an iterative process of developing a prototype, review, and then critique by audiology lab staff. This feedback served as input into the subsequent iteration. Evaluation of the final tool prototype involved thirty-three speech-language pathology graduate students randomly assigned to control (receiving in-person instruction) and test (in-person instruction and simulation tool use) groups. Both groups were evaluated conducting live audiology screening. All students in both groups were subsequently evaluated as they performed audiology screenings on human subjects and completed a 25 item survey pre and post-test. Non-parametric Mann-Whitney U tests were conducted on mean differences between pre- and post-test ordinal survey response data to compare control and intervention groups.

Results:

Results indicated that students who used the simulation tool demonstrated greater confidence in their ability to 1) explain hearing screening procedures to a child (Chi-square = 5.27, p = .02, df = 1); ” ); 2) determine if otoscopy is normal (Chi-square = 5.14, p = 0.02, df = 1); and 3) determine if otoscopy is abnormal” (Chi-square = 4.86, (p = .03, df = 1). Open ended responses indicated that students found the hands-on experience provided by the simulator provided an easy-to-use and useful learning experience with the audiometer that increased confidence in their ability to perform hearing screening.

Conclusions:

Software based education simulation tools for audiology screening that support individualized, self-paced learning using context-sensitive feedback and performance assessment, and an extensible approach to supporting virtual subjects, may provide a beneficial method for educating students and professionals in hearing screening training.