Hearing Assistive Technology as Taught in a Simulated Interprofessional Environment

Background Speech-language pathologists (SLP) roles and responsibilities are impacted when working with clients with hearing loss. The American Speech-Language and Hearing Association (ASHA) has stated that SLPs working with individuals with hearing impairments should have specific education and training related to this population. Interprofessional education can serve to meet this need. Simulation has been shown to provide a safe environment in which students can practice and demonstrate skills. In addition, simulations have increased standardization, equity, and consistency of student skill development and provided a safe learning environment for student clinical training (Dudding et al., 2019; Quail et al., 2016). Interprofessional simulations are used regularly to educate students going into specific healthcare professions. However, disciplines such as audiology (AUD), SLP, and others have yet to participate regularly in interprofessional simulation work (Eichorn et al., 2021). Interprofessional simulations are beneficial, especially when partnered with similar healthcare disciplines (Alanazi & Nicholson, 2017; Bordurant, 2020; Eichorn et al., 2021). In addition to simulation, research has also shown that peer teaching others a subject helps retain information better and improves class performance (Rusli et al., 2021; Williams & Nguyen, 2017). Communication skills are also beneficial as students become more comfortable with the material in-depth and teach accurately (Rusli et al., 2021; Finn et al., 2023; van Vuuren, 2017). Purpose This study aimed to investigate the performance and perception of graduate students following an interprofessional peer-taught simulated learning experience focused on hearing assistive technology (HAT). Investigators worked to answer three main questions, including: Did a hearing assistive technology simulation impact SLP students' self-efficacy? What did SLP students think about the simulation? What was the experience of peer educators in teaching hearing assistive technology? Methods The standards outlined by the International Nursing Association for Clinical Simulation and Learning (INACSL, 2021) were rigorously used to design this learning experience. Thirty-five first-year SLP graduate students completed this simulation in their 3rd semester in the Master of Speech-Pathology program. Students were provided with all pre-learning materials in their clinical seminar course one week before the simulation. The clinical educators reviewed the simulation design and objectives, which included the following: Explore a variety of hearing aids types, charging styles, and hearing assistive technologies Demonstrate proper insertion of both hearing protection and hearing aids Experience what it is like to hear through a hearing aid to build patient empathy Explore different patient scenarios and identify solutions to solve hearing-related barriers Increase comfort with hearing aids and hearing assistive devices and troubleshoot patient hearing difficulties All students were led through a scripted, 10-minute pre-brief on simulation day. The simulation had two components (1) The AuD peer educators presented a presentation to SLP students to lay a foundation of background information for the profession of audiology, hearing loss, and amplification, and (2) Then students broke into small groups of 6, and an AuD peer educator-led a scripted experience or simulation at each station. Each simulation station lasted approximately 30 minutes. These stations included: Hearing assistive technology (HAT) explorations - experiential: Students explored different forms of HAT and learned how they could be utilized. Troubleshooting and Cleaning - simulation: Students explored different patient scenarios and demonstrated problem-solving hearing-related barriers. Insertion Practice - simulation: Students practiced inserting a hearing aid in a peer student and a custom hearing aid into an instructor while troubleshooting fit issues. Charging options and Hearing Aid Styles - experiential: Students experienced what it was like to hear through a hearing aid to build patient empathy Hearing Protection - simulation: Student learned and demonstrated how to insert hearing protection properly Listening to Hearing aids - simulation: Students learned about different types of hearing aids and charging styles and demonstrated testing and changing batteries. Once all simulations were completed, the students moved into a structured debrief utilizing the PEARLS method. It gave students a structured outline for reflections on the simulation stations, their feelings about performance, and knowledge acquired from the simulation experience. Results Student self-efficacy in using HAT was measured at three intervals surrounding the simulation. 1-week pre-simulation, immediately following, and six months post-simulation. The survey self-efficacy responses were analyzed using basic descriptive statistics and paired sample t-tests. Pre- to post-test changes in self-efficacy were statistically (p = 0.00) in all seven of the evaluated skill areas. Furthermore, Pre- to Post-post test changes remained statistically significant even with some decline in self-efficacy. Students also provided positive feedback regarding being taught by peer educators, including statements such as "It was a wonderfully comfortable learning opportunity where we could engage with peers." For the peer audiology teachers, a survey was created for post-simulation assessment. Student reflection was largely positive on peer teaching students indicated high levels of agreement (average 8.9 on ten a point Likert scale) for the following statements: By teaching, I became more confident about the topic. I enjoy helping peers learn about my discipline. I effectively taught my area of expertise today. Teaching enhanced my learning. I want to teach again to my fellow students. Peer-teaching students indicated they struggled most with answering novel student questions. Students also provided feedback on the simulation via a post-debrief Qualtrics survey. Results indicated that students responded positively to a) simulation structure, b) opportunities for guidance and feedback, c) working with peers, and d) debriefing about their learning. On these surveys, students consistently indicate that they are confident that: they are mastering the content of the simulations; the simulations cover critical content necessary for the mastery of the curriculum; they are obtaining the required skills and knowledge from the simulations to perform tasks in clinical settings. Conclusions/Implications Results from this simulation indicate that students demonstrated increased self-efficacy following an interprofessional peer-taught HAT simulation. In addition, student feedback about the simulation was resoundingly positive. Further results will be discussed within the presentation. This work has implications for student teaching and training and the potential for carryover to clinical contexts. References Alanazi, A. A., & Nicholson, N. (2017). Students’ evaluation of audiology simulation training. [L’évaluation des étudiants d’une formation en audiologie utilisant des mises en situation] Canadian Journal of Speech-Language Pathology and Audiology, 41(3), 289. Retrieved from http://proxy.lib.pacificu.edu:2048/login?url=https://www.proquest.com/scholarly-journals/students-evaluation-audiology-simulation-training/docview/2003760500/se-2 Bondurant, L. M. (2020). Breaking down silos: Interprofessional collaborative practice in humanitarian audiology. Seminars in Hearing, 41(2), 092. doi:https://doi.org/10.1055/s-0040-1708506 Dudding, C. D., Brown, D. K., Estis, J. M., Szymanski, C., Zraick, R., & Mormer, E. (2019). Best Practices in Healthcare Simulations in Communication Sciences and Disorders Guide. Counsel of Academic Programs in Communication Science and Disorders. Available from: https://members.capcsd.org/news/Details/capcsd-ebook-best-practices-in-healthcare-simulations-in-communication-sciences-and-disorders-guide-8147 Eichorn, N., Zarn, M., Moncrieff, D., Sposto, C., Lee, S., Hoffman, J. E., Levy, M., & Caplan, J. (2021). Original Interprofessional Simulations to Train Students in CSD and Related Health Professions in Team-Based Health Care. Communication Disorders Quarterly, 43(1), 23–31. https://doi.org/10.1177/1525740120942127 Finn, E., Hewetson, R., Howells, S., Clifton, J., & Cardell, E. (2023). What students can teach each other: Promoting optimal voice use for teaching through a speech-language pathology student-led voice clinic. Teaching & Teacher Education, 125, N.PAG. https://doi.org/10.1016/j.tate.2023.104053 Gottlieb, S., Martin, C., Nichols, C., & Edmondson, A. (2014). Student peer teaching in the anatomy lab enhances anatomy performance in the lowest quartile of allied health students (211.5). FASEB Journal, 28, N.PAG. https://doi.org/10.1096/fasebj.28.1_supplement.211.5 INACSL Standards Committee, Hallmark, B., Brown, M., Peterson, D., Fey, M., Decker, S., Wells-Beede, E., Britt, T., Hardie, L., Shum, C., Arantes, H., Charnetski, M., & Morse, C. (2021). Healthcare Simulation Standards of Best PracticeTM Professional Development. Clinical Simulation in Nursing, https://doi.org/10.1016/j.ecns.2021.08.007. Rusli, M., Degeng, N. S., Setyosari, P., & Sulton. (2021). Peer teaching: Students teaching students to increase academic performance. Teaching Theology & Religion, 24(1), 17–27. https://doi.org/10.1111/teth.12549 Quail, M., Brundage, S. B., Spitalnick, J., Allen, P. J., & Beilby, J. (2016). Student self-reported communication skills, knowledge and confidence across standardized patient, virtual and traditional clinical learning environments. BMC Medical Education, 16(1), 73. https://doi.org/10.1186/s12909-016-0577-5 Van Vuuren, S. (2017). An integrated literature review of undergraduate peer teaching in allied health professions. African Journal of Health Professions

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