PP209 - Interprofessional Peer Training for Student Teachers on Educational Audiology Topics

Abstract:
There are approximately 4 million teachers in the US but only around 14,000 audiologists, leading to school districts being understaffed with audiologists and paraprofessionals to support deaf and hard-of-hearing students. This study aimed to determine if an in-person, peer teaching experience between audiology students and teaching students could improve future teachers’ knowledge and self-efficacy around supporting students with hearing loss in the classroom. Teaching students were taught about classroom acoustics, assistive technologies, and more. Pre and post-training surveys were used to assess participants’ knowledge and self-efficacy. Results and implications are discussed on the efficacy of this training.

Summary:
This research project is designed to answer the question: Can education majors improve their knowledge and self-efficacy of classroom audiology concepts through interprofessional peer teaching by audiology students using hands-on simulation activities? Student-led hands-on activity stations included: Troubleshooting and Cleaning Hearing Aids, Daily Listening Checks and HATs, Communication Strategies, and Classroom Acoustics. While these learning opportunities can take place in a variety of formats, previous research tells us that mastering experiences through demonstrative, hands-on practice and role-playing has proven effective through interprofessional peer teaching. prove when topics are categorized and written, or when graphic material is provided.

According to research, there are several strategies that can be used by teachers, such as teaching strategies and tools, communication strategies, modifications to the physical environment, and modifications to the acoustical environment to provide equitable education. Teaching strategies that can be useful with deaf or hard-of-hearing students in the classroom include but are not limited to visual aids, speaker cues, avoiding talking while facing the board, and repeating questions asked by students.

The goal of this peer education event was for participants and professionals to be able to interpret and gain awareness of literature that currently exist in connection to students with hearing impairments in the classroom, discuss the effectiveness of interprofessional peer teaching models, and justify the incorporation of classroom audiology concepts into education students’ curriculums to better prepare them for hearing impaired students in their classrooms.

To evaluate the effectiveness of the peer-teaching stations, three surveys were conducted. The surveys tested participants’ knowledge and self-efficacy of audiological topics. The first survey was completed before the session. The second was completed immediately following the sessions and the third was sent to the participants one month after the sessions. These surveys were sent to the students via Qualtrics and data was collected anonymously.

Results and relevance of this topic will be presented to show if knowledge and self-efficacy of audiology topics and concepts through hands-on simulation activities can help improve a teacher’s comfort and gain knowledge of rudimentary audiologic topics to more effectively work with students who are deaf and hard of hearing.