PP201 - Effect of a Four-Week Lecture Series on Self-Efficacy and Self-Perceived Knowledge of Cognition in Graduate Audiology Students

Abstract:
With growing evidence linking hearing loss and cognitive decline, audiologists are vital in identifying at-risk patients. However, graduate audiology coursework often lacks training on cognition, including administering cognitive screenings. This preliminary study examined the effects of a 4-week lecture series on 22 audiology students’ self-efficacy in conducting cognitive screenings and self-perceived knowledge of cognition concepts (e.g., mild cognitive impairment). Students completed two in-house developed questionnaires, before and after the series. Results revealed improved self-efficacy scores and increased self-perception of knowledge on cognition after the series. These findings underscore the significance of incorporating even brief coursework on cognition in audiology training.

Summary:
Rationale
Growing evidence suggests hearing loss is a modifiable risk factor for dementia. Studies increasingly suggest audiologists will play a pivotal role in alleviating the risk of cognitive impairment in older adults with hearing loss. Many advocate for implementing cognitive screenings in audiological practice, given that it falls under audiologists’ scope of practice. Despite this growing need, graduate audiology students often lack training in cognition. Considering the substantial coursework load and logistical challenges faced by graduate audiology students, a brief lecture series could be a first step in delivering this essential education.

Design and Analyses
This was a pre-post mixed methods preliminary research study. We aimed to examine the effect of a 4-week lecture series on 22 audiology students' 1) self-efficacy in conducting cognitive screenings and 2) self-perceived knowledge of core cognition concepts. We hypothesized that students’ self-efficacy and self-perceived knowledge would improve following the lecture series. The 4-week series consisted of a 50-minute PowerPoint lecture once a week. Week 1 covered various cognitive processes and links to hearing; Week 2 covered topics on typical and atypical cognitive aging and associated signs/symptoms; Week 3 consisted of learning about audiologists’ role in delivering hearing care to those with cognitive impairment/changes, current guidelines, and cognitive screeners; and Week 4 covered demonstration and practice of cognitive screenings. Throughout the series, students also obtained certifications for conducting cognitive screenings and watched recommended videos on conducting cognitive screenings. The design of content for the lecture series was informed by the emerging body of literature on cognitive audiology in clinical practice.

All students completed two in-house developed questionnaires, before and after the lecture series. For the “Self-efficacy of Cognitive Screening” questionnaire, students rated eight questions (e.g., “I know how to conduct cognitive screenings in older adults with hearing loss) on a scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). Total scores were obtained.  Regarding the “Self-Perceived Knowledge on Cognition”, students provided answers to 13 questions (forced-choice and open-ended) on core cognition concepts, such as “What is cognition, according to you?” or “Do you know what is Mild Cognitive Impairment?”. Themes from responses were identified. Paired sample t-tests were used to examine changes in self-efficacy scores before and after the 4-week series, whereas thematic analyses were conducted to examine changes in self-perceived knowledge of cognition.

Results
Results revealed improvement in self-efficacy scores after the 4-week lecture series on all eight questions (p  < .001). Thematic analyses revealed richer responses to certain questions on the “Self-Perceived Knowledge on Cognition” questionnaire after the lecture series, for example on questions about who diagnoses cognitive impairment and when to screen for cognition in clients. However, for some questions, similar responses were observed pre- and post-lecture series.

Conclusion
Findings from this preliminary study show that even brief lecture series on cognition, including demonstration and practicing cognitive screenings are useful in graduate training of future audiologists. Integrating such content into graduate curricula could ensure that future audiologists are better prepared to identify patients at risk for cognitive decline, improving patient outcomes.