Department of Audiology and Speech Pathology, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.
King Abdullah International Medical Research Center, Riyadh, Saudi Arabia.
Am J Audiol. 2023 Sep 6;32(3):640-656. doi: 10.1044/2023_AJA-23-00054. Epub 2023 Aug 18.
This study aimed to assess the level and quality of evidence supporting the use of simulation in audiology education regarding enhanced knowledge, skills, self-confidence, and satisfaction.
A systematic review of qualitative and quantitative peer-reviewed literature published between 2000 and 2023 was conducted. The PICO mnemonic (where P = population, I = intervention, C = comparison, and O = outcomes) was used to frame the clinical question and generate search terms. Search strategies were executed in seven databases. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were used to track the peer-reviewed literature identification and selection process. The Joanna Briggs Institute Critical Appraisal Checklists and Levels of Evidence were used to characterize the research studies.
A total of 668 records were identified. Nineteen peer-reviewed publications met the inclusion criteria. Diverse study designs, interventions, assessment techniques, and simulation types were identified. Characteristics of included studies (e.g., author, year, study purpose) were reported by evidence tables. Primary and secondary outcomes were identified and described. Results indicate statistical and/or clinically significant improvements in knowledge, skills, and/or self-confidence following simulation training. Each study was critically appraised, and the level, quality, and strength were assigned.
The use of simulation as an educational method among audiology students has been shown to dramatically increase knowledge, skills, and self-confidence. However, the use of simulation in audiology education is still behind compared to other health professions. As a result, there are a limited number of simulation-based studies in audiology. Most health academic institutions have well-designed simulation centers; therefore, audiology programs are urged to collaborate with colleagues in other professions and benefit from the services offered by these facilities.
本研究旨在评估支持在听力学教育中使用模拟以增强知识、技能、自信和满意度的证据的水平和质量。
对 2000 年至 2023 年期间发表的定性和定量同行评审文献进行了系统评价。使用 PICO 记忆术（其中 P = 人群，I = 干预，C = 比较，O = 结果）来构建临床问题并生成搜索词。在七个数据库中执行了搜索策略。使用循证医学和荟萃分析指南（Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines）来跟踪同行评审文献的识别和选择过程。使用乔安娜·布里格斯研究所（Joanna Briggs Institute）的批判性评估检查表和证据水平来描述研究。
共确定了 668 条记录。有 19 篇同行评审出版物符合纳入标准。确定了不同的研究设计、干预措施、评估技术和模拟类型。通过证据表报告了纳入研究的特征（例如，作者、年份、研究目的）。确定并描述了主要和次要结果。结果表明，模拟培训后知识、技能和/或自信有统计学和/或临床意义上的提高。对每项研究进行了批判性评估，并分配了水平、质量和强度。
在听力学学生中使用模拟作为一种教育方法已被证明可以极大地提高知识、技能和自信。然而，与其他健康专业相比，模拟在听力学教育中的应用仍落后。因此，听力学领域的模拟研究数量有限。大多数健康学术机构都有设计良好的模拟中心；因此，听力学项目被敦促与其他专业的同事合作，并从这些设施提供的服务中受益。
