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The validity of an isiZulu speech reception threshold test for use with adult isiZulu speakers
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Learning difficulties and auditory processing deficits in a clinical sample of primary school-aged children
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Semantic processing in children with cochlear implants: evidence from event-related potentials
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On the definition of APD and the need for a conceptual model of terminology
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The ‘acoustic health’ of primary school classrooms in Brisbane, Australia
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Reading development in children with cochlear implants who communicate via spoken language: A psycholinguistic investigation
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No evidence for enhanced processing of speech that is low-pass filtered near the edge frequency of cochlear dead regions in children
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Is an advanced audiology-led service the solution to the paediatric ENT outpatient waiting list problem?
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Spelling in children with cochlear implants: evidence of underlying processing differences
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Improved signal-to-noise ratio and classroom performance in children with autism spectrum disorder: a systematic review
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A systematic review of stimulus parameters for eliciting distortion product otoacoustic emissions from adult humans
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A tool for assessing case history and feedback skills in audiology students working with simulated patients
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Abstract:
Objective: To develop a tool for assessing audiology students taking a case history and giving feedback with simulated patients (SP). Design: Single observation, single group design. Study sample: Twenty-four first-year audiology students, five simulated patients, two clinical educators, and three evaluators. Results: The Audiology Simulated Patient Interview Rating Scale (ASPIRS) was developed consisting of six items assessing specific clinical skills, non-verbal communication, verbal communication, interpersonal skills, interviewing skills, and professional practice skills. These items are applied once for taking a case history and again for giving feedback. The ASPIRS showed very high internal consistency (=0.91-0.97; mean inter-item r=0.64-0.85) and fair-to-moderate agreement between evaluators (29.2-54.2% exact and 79.2-100% near agreement; (weighted) up to 0.60). It also showed fair-to-moderate absolute agreement amongst evaluators for single evaluator scores (intraclass correlation coefficient [ICC] r=0.35-0.59) and substantial consistency of agreement amongst evaluators for three-evaluator averaged scores (ICC r=0.62-0.81). Factor analysis showed the ASPIRS' 12 items fell into two components, one containing all feedback items and one containing all case history items. Conclusion: The ASPIRS shows promise as the first published tool for assessing audiology students taking a case history and giving feedback with an SP.
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Keyword:
1203 Language and Linguistics; 3310 Linguistics and Language; 3616 Speech and Hearing; Simulated patients; Student assessment
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URL: https://espace.library.uq.edu.au/view/UQ:402827
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Simulated patients versus seminars to train case history and feedback skills in audiology students: a randomized controlled trial
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Rates of hearing loss in primary school children in Australia: a systematic review
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Identifying a context-effective school hearing screening test: An emic/etic framework
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