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. 2024 Sep 3;33(3):905-931. doi: 10.1044/2024_AJA-23-00260. Epub 2024 Aug 14.
This study explores the underutilized pedagogical approach of incorporating lived experiences of parents with children possessing diverse hearing profiles and their family characteristics into the audiology curriculum for students. The aim was to investigate the impact of integrating such experiences into the classroom as an andragogical learning experience through the qualitative analysis of written student reflections.
Twelve ( = 12) third-year female audiology students enrolled in a pediatric auditory (re)habilitation course attended a parent panel presentation during their regularly scheduled face-to-face class. Five parents of children with diverse hearing differences and diverse technology, communication, and educational choices participated on the panel as guest speakers via the Zoom platform. Students completed written reflections based on Rolfe's reflective framework. Written reflections were downloaded from Canvas and de-identified prior to uploading to NVivo software for coding, utilizing an inductive grounded theory coding strategy coupled with content analysis.
This study underscores the effectiveness of written reflections as an effective andragogical learning model. Through reflective practice, students gained a deeper understanding of their experiences, values, and learning journeys, enhancing their competency in pediatric audiology and auditory (re)habilitation. Students articulated previous knowledge and learning experiences, utilized newfound insights from exposure to the parent panel of shared lived experiences, and connected this knowledge with future clinical applications.
Key findings underscore the effectiveness of reflective practice as an andragogical learning model, facilitating the integration of prior experiences with new knowledge. Moreover, it aids the transition of the professional journey from the familiar to the unfamiliar, demonstrating the impact of combining real-world lived experiences to reinforce and highlight classroom topics. Additionally, reflective practice enhances professional efficacy by valuing patient/parent perspectives regarding clinical care and aligning with evidence-based principles.
本研究探讨了将具有不同听力状况和家庭特征的父母的生活经历融入听力学课程的这种未被充分利用的教学方法，以调查将这些经历作为成人学习体验融入课堂的影响。通过对学生书面反思的定性分析来实现这一目标。
12 名（=12）三年级女性听力学学生参加了儿童听觉（再）康复课程，在他们定期的面对面课程中参加了家长小组展示。五位具有不同听力差异和不同技术、沟通和教育选择的孩子的家长通过 Zoom 平台作为客座演讲者参加了小组讨论。学生根据 Rolfe 的反思框架完成书面反思。书面反思从 Canvas 下载，在上传到 NVivo 软件进行编码之前进行去识别，使用结合内容分析的归纳式扎根理论编码策略进行编码。
本研究强调了书面反思作为一种有效的成人学习模式的有效性。通过反思实践，学生更深入地了解了自己的经历、价值观和学习历程，增强了他们在儿科听力学和听觉（再）康复方面的能力。学生表达了以前的知识和学习经验，利用从接触具有共同生活经历的家长小组中获得的新见解，并将这些知识与未来的临床应用联系起来。
主要发现强调了反思实践作为一种成人学习模式的有效性，促进了先前经验与新知识的整合。此外，它有助于从熟悉到不熟悉的专业旅程的过渡，展示了将现实生活中的生活经历结合起来以加强和突出课堂主题的影响。此外，反思实践通过重视患者/家长对临床护理的观点并与循证原则保持一致，增强了专业效能。
