Glade Rachel, Hussain Saira, Wilkes Claire, Hunter Christine, Mahomed-Asmail Faheema
Department of Communication Disorders and Occupational Therapy, University of Arkansas, Fayetteville, Arkansas, USA.
Department of Audiology, College of Health and Life Sciences, Aston University, Birmingham, UK.
Clin Teach. 2025 Oct;22(5):e70183. doi: 10.1111/tct.70183.
Incorporating persons with lived experience (PWLE) has proven effective in supporting preprofessionals in their training by providing authentic insights that foster empathy, compassion and critical thinking. However, limited research exists on its integration into audiology and speech-language pathology courses. This project aimed to determine the benefits of incorporating lived experience engagements into preprofessional audiology and speech-language pathology training.
Preprofessional students enrolled for a course in adult auditory (re)habilitation and engaged with PWLE during scheduled class sessions. Six PWLE from different countries, each with unique hearing experiences and various hearing technologies, interacted with the students. Students reflected on their experiences using Gibbs' Reflective Cycle; their reports were retrospectively analysed using inductive content analysis.
Sixty-four preprofessionals across three universities consented to have their reflections analysed. The value of the engagement resulted in three overarching categories: student experience, patient reported experience and professional practice. Subcategories contributing to the student experience included emotions, perceptions and career goals, with the patient experience category including lack of care, passive listening, setting and significant others. The professional practice category included active listening, trust and care decisions.
Incorporating opportunities for PWLE to share their hearing healthcare journey allows preprofessional students the opportunity to be reflective on aspects such as communication, person-centred care and empathy. Students can utilise these experiences to identify practical tips for enhancing their own clinical skills and highlight core values for their future roles.
事实证明，让有实际生活经验的人（PWLE）参与进来，通过提供真实见解来培养同理心、同情心和批判性思维，对支持准专业人员的培训很有成效。然而，关于将其纳入听力学和言语语言病理学课程的研究却很有限。本项目旨在确定将实际生活经验融入准专业听力学和言语语言病理学培训的益处。
参加成人听觉（再）康复课程的准专业学生在预定的课堂时间与有实际生活经验的人进行互动。来自不同国家的六名有实际生活经验的人，每人都有独特的听力经历和各种听力技术，与学生进行了互动。学生们使用吉布斯反思循环来反思他们的经历；他们的报告通过归纳内容分析法进行回顾性分析。
三所大学的64名准专业人员同意对他们的反思进行分析。这种互动的价值产生了三个总体类别：学生体验、患者报告的体验和专业实践。促成学生体验的子类别包括情感、认知和职业目标，患者体验类别包括缺乏关怀、被动倾听、环境和重要他人。专业实践类别包括积极倾听、信任和护理决策。
让有实际生活经验的人有机会分享他们的听力保健历程，使准专业学生有机会反思沟通、以患者为中心的护理和同理心等方面。学生可以利用这些经验来确定提高自身临床技能的实用技巧，并突出未来角色的核心价值观。
