PP204 - Confidence in Clinical Practice: Audiology Students' Self-Perceived Competence with Hearing Aids

Abstract: This study evaluates the impact of a structured hearing aid refresher module on Doctor of Audiology students’ self-reported confidence and competence in hearing aid-related tasks. Using a mixed-methods design, it combines pre/post surveys for module participants with a national cross-sectional survey to assess broader trends. Findings will inform curriculum development and support targeted training in areas such as real-ear measurements, software navigation, and troubleshooting. Results aim to enhance clinical readiness and address gaps between early coursework and hands-on experience.

Summary: Hearing aid management is a foundational competency in Doctor of Audiology (Au.D.) programs, yet students often report lower confidence in these skills due to limited reinforcement between early coursework and clinical practice. This study addresses that gap by evaluating the impact of a structured hearing aid refresher module and surveying national trends in student self-efficacy. The primary objective is to assess whether participation in a refresher module improves students’ self-reported confidence and competence in hearing aid-related tasks. Secondary objectives include identifying national trends in perceived competence across U.S. audiology programs.

The rationale for this study is grounded in literature highlighting the effectiveness of targeted educational interventions. He and Ginsberg (2022) demonstrated significant gains in audiology student competence following online training. Merrifield and Doherty (2024) showed that focused hearing aid instruction improved task accuracy among healthcare workers from 60% to over 95%. These findings support the hypothesis that brief, structured modules can enhance performance and confidence, even among learners with prior exposure. Accrediting bodies such as ASHA and CAA emphasize competency-based outcomes, making this study timely and relevant to curriculum development.

The study employs a mixed-methods design. A quasi-experimental pretest-posttest approach is used to evaluate the refresher module’s impact on students at LSU Health Sciences Center. Participants complete surveys before and after the module, including Likert-scale items and open-ended questions assessing confidence, competence, and knowledge. A cross-sectional survey is also distributed nationally via the Student Academy of Audiology to gather broader data on student self-efficacy. Quantitative data will be analyzed using descriptive statistics and paired t-tests (or non-parametric equivalents), while qualitative responses will be thematically coded to identify patterns and insights.

Preliminary results from the internal cohort suggest measurable improvements in confidence and perceived competence following the refresher module. Students reported increased familiarity with real-ear measurements, software navigation, and troubleshooting—areas previously identified as common challenges. National survey data is currently being collected and will be analyzed to contextualize these findings within broader educational trends.

The study concludes that structured refresher modules are a valuable tool for reinforcing clinical skills and improving student confidence. These interventions may help bridge the gap between classroom instruction and clinical readiness, supporting students as they transition into hands-on practice. The findings have implications for curriculum design, accreditation standards, and student support strategies.

By addressing a critical gap in audiology education, employing a rigorous mixed-methods approach, and offering actionable insights for curriculum improvement, this study contributes meaningfully to the profession. Its innovative use of a refresher module and national survey data positions it as a model for future research and instructional design.