PP210 - When Children Teach Undergraduates: Transforming Educational Audiology Training Through Hearing Assistive Technologies

Abstract: Camp CHAT Brazil, modeled after the University of Texas at Dallas Camp CHAT was developed as an experiential learning model for Latin America. Twenty-two undergraduate and four graduate students were engaged in immersive activities supporting children with hearing loss and their families during a one-day retreat. Quantitative results showed high satisfaction, improved technology knowledge, and increased counseling confidence. Qualitative themes revealed deeper empathy, technical growth, and awareness of family-centered audiology. Findings demonstrate that Camp CHAT Brazil bridges classroom learning with real-world practice, advancing experiential education models that strengthen professional identity and prepare future audiologists for inclusive, family-centered hearing care.

Summary: Hearing loss is a prevalent global condition, and effective care depends not only on advanced technologies but also on professionals prepared to support children and families in everyday contexts. Hearing assistive technologies (HAT) are essential for improving communication, yet undergraduate training often offers limited hands-on experience with these devices. Experiential learning programs address this gap by strengthening technical skills, counseling abilities, and professional identity. Camp CHAT Brazil (CCB) provides an immersive environment where children with hearing loss and their families interact with HAT, while undergraduate student monitors gain practical experience in technology use and family-centered audiology practice.

Objective: This study was designed to examine how participation in Camp CHAT Brazil impacts undergraduate students’ learning, perceived competence, and readiness for professional practice, with attention to experiences involving HAT management, family interaction, and communication-based activities.

Methods: A mixed-methods, single-group post-intervention design was used. Twenty-two undergraduate students in Speech-Language Pathology and Audiology participated one month after volunteering as monitors. They completed the Monitors’ Perceptions Questionnaire, which assessed expectations, contributions to families, satisfaction, learning, counseling confidence, and perceived challenges. Quantitative Likert-scale data were analyzed descriptively. Qualitative open-ended responses were subjected to inductive thematic analysis using ATLAS.ti, with two independent coders ensuring reliability and thematic saturation. Students reported high satisfaction with the experience, as their expectations were nearly fully met (M = 2.95/3.0), and there were unanimous recommendations for participation by children with hearing loss. Learning about HAT increased substantially from pre- to post-camp (Q12: M = 1.45; Q13: M = 2.73), indicating strong educational value. Most participants strongly agreed that CCB contributed to their future professional development (86.4%) and reported feeling comfortable advising caregivers and teachers (86.4%). Qualitative findings revealed supportive key themes including technical learning, direct interaction with children and families, understanding daily communication challenges, and heightened awareness of inclusion. Some students mentioned difficulties related to technology management or family interaction, though these were less frequent and may guide future training. Program satisfaction was high: 81.8% of monitors stated they would volunteer again in future editions. Qualitative analyses reinforced these findings: the most frequent themes involved technical learning, interaction with children and families, understanding daily communication challenges, and a heightened awareness of inclusion, together representing over 70–80% of all coded responses. Overall satisfaction was high, with 81.8% of monitors stating they would volunteer again in future editions.

Conclusions: Camp CHAT Brazil functioned as a meaningful experiential learning opportunity that strengthened students’ technical knowledge, counseling confidence, and interpersonal skills. Exposure to families and real-world communication demands helped bridge classroom learning with clinical practice and deepened understanding of family-centered audiology care. Clinical Impact: This study reinforces the importance of community-based experiential programs for preparing future audiologists. Integrating structured experiential learning into undergraduate curricula may enhance clinical readiness, promote empathy, and support the development of a better-equipped workforce. Identifying the challenges students face can also inform improvements in supervision and curriculum design. By combining quantitative indicators of satisfaction and competence with qualitative reflections on meaningful experiences, a comprehensive understanding of CCB’s educational value may be realized.