Simulated learning environment (SLE) in audiology education: A systematic review.

OBJECTIVE: To systematically review the relevant peer-review literature investigating the outcome of simulated learning environment (SLE) training in audiology education. DESIGN: A systematic review research design. STUDY SAMPLE: Fifteen databases were searched with four studies meeting the inclusion criteria. RESULTS: Three of the four studies revealed positive findings for the use of an SLE (that is, the SLE group showed a higher post-training score compared to the traditional training group or a significantly higher post-training score than the non-training groups). One study revealed negative findings where the traditional training group showed a significantly higher post-training score than the SLE group. In addition, both the studies comparing post- and pre-training scores reported significantly higher post-training scores than the pre-training scores of the participants that underwent SLE training. CONCLUSIONS: Overall, this review supports the notions that SLE training is an effective learning tool and can be used for basic clinical training. This conclusion should be treated with caution, considering the limited numbers of studies published in this area and future research should be conducted to cope with the gaps highlighted in this review.

A preliminary investigation into the use of an auditory brainstem response (ABR) simulator for training audiology students in waveform analysis.

OBJECTIVE: To determine if a computer simulation can be used to improve the ability of audiology students to analyse ABR waveforms. DESIGN: A pretest-posttest, quasi-experimental design was used. All participants completed a pretraining examination of their ability to analyse ABR waveforms, eight hours of ABR analysis training over eight weeks using one of three training modes-manual, simulator or combined manual and simulator training, and a posttraining examination of their ability to analyse ABR waveforms. STUDY SAMPLE: Fourteen third-year audiology students (13 female, one male, aged 21 to 22 years) participated in this study. RESULTS: Participants who completed the manual or the combined manual and simulator training achieved significantly higher normalized gain scores on their ABR waveform analysis examinations compared to those who completed the simulator training (p < 0.05). CONCLUSIONS: Our findings suggest that the improvements seen in the ability of these audiology students to analyse ABR waveforms were driven primarily by the manual training. The minimal improvements seen in the students who received the simulator training suggest that face-to-face instruction could be required to enhance the ability of audiology students to analyse ABR waveforms.