American journal of speech-language pathology · 2015
Experiential instruction in graduate-level preparation of speech-language pathology students in outer and middle ear screening.
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Serpanos Yula C, Senzer Deborah
Аннотация
PURPOSE: This study presents a piloted training model of experiential instruction in outer and middle ear (OE-ME) screening for graduate speech-language pathology students with peer teaching by doctor of audiology (AuD) students.
METHOD: Six individual experiential training sessions in screening otoscopy and tympanometry were conducted for 36 graduate-level speech-language pathology students led by a supervised AuD student.
RESULTS: Postexperiential training, survey outcomes from 24 speech-language pathology students revealed a significant improvement (p = .01) in perceptions of attaining adequate knowledge and comfort in performing screening otoscopy (handheld and video otoscopy) and tympanometry. In a group of matched controls who did not receive experiential training in OE-ME screening (n = 24), ratings on the same learning outcomes survey in otoscopy and tympanometry were significantly poorer (p = .01) compared with students who did receive experiential training.
CONCLUSION: A training model of experiential instruction for speech-language pathology students by AuD students improved learning outcomes, illustrating its promise in affecting clinical practices. The instructional model also meets the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA; American Speech-Language-Hearing Association, 2008) and American Speech-Language-Hearing Association (2014) Certificate of Clinical Competence (ASHA CCC) standards for speech-language pathology in OE-ME screening and CAA (2008) and ASHA (2012) CCC standards in the supervisory process for audiology.
METHOD: Six individual experiential training sessions in screening otoscopy and tympanometry were conducted for 36 graduate-level speech-language pathology students led by a supervised AuD student.
RESULTS: Postexperiential training, survey outcomes from 24 speech-language pathology students revealed a significant improvement (p = .01) in perceptions of attaining adequate knowledge and comfort in performing screening otoscopy (handheld and video otoscopy) and tympanometry. In a group of matched controls who did not receive experiential training in OE-ME screening (n = 24), ratings on the same learning outcomes survey in otoscopy and tympanometry were significantly poorer (p = .01) compared with students who did receive experiential training.
CONCLUSION: A training model of experiential instruction for speech-language pathology students by AuD students improved learning outcomes, illustrating its promise in affecting clinical practices. The instructional model also meets the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA; American Speech-Language-Hearing Association, 2008) and American Speech-Language-Hearing Association (2014) Certificate of Clinical Competence (ASHA CCC) standards for speech-language pathology in OE-ME screening and CAA (2008) and ASHA (2012) CCC standards in the supervisory process for audiology.