Training outcomes for audiology students using virtual reality or traditional training methods

Due to limited space and resources, it can be difficult to train students on audiological procedures adequately. In the present study, we compared audiology training outcomes between a traditional approach and a recently developed immersive virtual reality (VR) approach in audiology students. Twenty...

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Vydáno v:	PloS one Ročník 15; číslo 12; s. e0243380
Hlavní autoři:	Bakhos, David, Galvin, John, Aoustin, Jean-Marie, Robier, Mathieu, Kerneis, Sandrine, Bechet, Garance, Montembault, Norbert, Laurent, Stéphane, Godey, Benoit, Aussedat, Charles
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	United States Public Library of Science 03.12.2020 Public Library of Science (PLoS)
Témata:	Adolescent Audiology Audiology - education Biology and Life Sciences Computer and Information Sciences Computer applications Engineering and Technology Feedback Hearing loss High Fidelity Simulation Training - methods Humans Immersive virtual reality Internships Medical education Medical students Medicine and Health Sciences Otolaryngology Patients People and Places Personal Satisfaction Professional Competence - statistics & numerical data Prospective Studies Ratings Self Concept Social Sciences Students Students, Health Occupations - psychology Students, Health Occupations - statistics & numerical data Study and teaching Training Training evaluation Virtual Reality Young Adult Brazil France
ISSN:	1932-6203, 1932-6203
On-line přístup:	Získat plný text
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Popis
Shrnutí:	Due to limited space and resources, it can be difficult to train students on audiological procedures adequately. In the present study, we compared audiology training outcomes between a traditional approach and a recently developed immersive virtual reality (VR) approach in audiology students. Twenty-nine first-year audiology students participated in the study; 14 received traditional training (“TT group”), and 15 received the VR training (“VRT group”). Pre- and post-training evaluation included a 20-item test developed by an audiology educator. Post-training satisfaction and self-confidence were evaluated using Likert scales. Mean post-training test scores improved by 6.9±9.8 percentage points in the TT group and by 21.1±7.8 points in the VRT group; the improvement in scores was significant for both groups. After completing the traditional training, the TT group was subsequently trained with the VR system, after which mean scores further improved by 7.5 points; there was no significant difference in post-VR training scores between the TT and VRT groups. After training, the TT and VRT groups completed satisfaction and self-confidence questionnaires. Satisfaction and self-confidence ratings were significantly higher for the VR training group, compared to the traditional training group. Satisfaction ratings were “good” (4 on Likert scale) for 74% of the TT group and 100% of the VRT group. Self-confidence ratings were “good” for 71% of the TT group and 92% of the VRT group. These results suggest that a VR training approach may be an effective alternative or supplement to traditional training for audiology students.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 ObjectType-Article-2 ObjectType-Feature-1 content type line 23 Competing Interests: JMA, MR, NM are employees of Audilab. There are no patents, products in development or marketed products to declare. This does not alter our adherence to PLOS ONE policies on sharing data and materials.
ISSN:	1932-6203 1932-6203
DOI:	10.1371/journal.pone.0243380