Abdullah SUNAR, Beyza Nur KÜÇÜK, Besim Turab AVAN, Kübra ÖZMEN

ODYOLOJİ ALANINDA EĞİTİM AMAÇLI BİR BİLGİSAYAR TABANLI SİMÜLATÖRÜN GELİŞTİRİLMESİ: BİR PİLOT ÇALIŞMA

Bu çalışmanın amacı, Odyoloji lisans öğrencilerinin tanısal muhakeme yetenekleriniiyileştirmek amacıyla farklı vaka senaryoları sunan bir bilgisayar tabanlı simülatör (Simulody)geliştirmektir. Simulody, odyoloji alanında uzman dört odyologtan uzman görüşü alınarakgeliştirilmiştir. Simülatör, pilot çalışma için bilgisayar ortamına aktarılan bir vaka senaryosuiçermektedir. Dördüncü sınıfta öğrenim gören 10 lisans öğrencisi ile yapılan pilot uygulamaBaşkent Üniversitesi Sağlık Bilimleri Fakültesi Odyoloji Bölümü’nde gerçekleştirilmiştir.Katılımcılar, Simülasyon Kullanıcı Değerlendirme Formu’nu kullanarak programıdeğerlendirmişlerdir. Uygulama esnasında tutulan süre kaydı ve gözlemci notları ile birlikteSimulody log verisi üzerinden katılımcı verileri analiz edilmiştir. Cinsiyete göre her bir adımdakisüre, toplam kullanım süresi ve toplam hata sayısındaki farklılıklar Mann-Whitney U testi ileanaliz edildiğinde, kadın ve erkek kullanıcılar arasında istatistiksel anlamlı bir fark eldeedilmemiştir. Bilgisayar kullanma becerilerine göre katılımcıların her bir adımda geçirdiklerisüreler arasında da istatiksel olarak anlamlı bir fark bulunmamaktadır. Örneklemin cevappaternlerinde genel olarak (%80) önceki bilgiyi hatırlamaya yönelik döngüsellikgözlemlenmiştir. Bilgi hatırlamaya yönelik döngüselliğin belirli basamaklarda yoğunlaşması,simülasyon içerisindeki geçiş linklerinin sorun yarattığına işaret etmektedir. Teorik bilginin veklinik becerilerin sınanması, kullanıcıların Simulody’nin eğitimleri için faydalı bir simülasyonprogramı olarak değerlendirilmesi ile sonuçlanmıştır. Bir prototip olan Simulody, içerisindekivaka sayısı arttırılarak ve gerekli iyileştirmeler yapılarak Odyoloji öğrencilerine faydalı eğitselbir araç haline geleceği düşünülmektedir.

DEVELOPMENT OF A COMPUTER-BASED-SIMULATOR FOR EDUCATIONAL PURPOSES IN AUDIOLOGY: A PILOT STUDY

This study aims to develop a computer-based-simulation (Simulody) which presents case scenarios to enhance undergraduate audiology students’ diagnostic reasoning skills. Simulody has been developed by obtaining expert opinion from four expert audiologists. The program consists of one case scenario which was computerized for the pilot study. The pilot implementation was conducted with ten senior students in the Audiology Department of Health Science Faculty at Başkent University. The participants evaluated the simulator via the Simulation User Evaluation Form. The user data was collected by recording time spent for each step and taking field-notes during the implementation as well as using the log-file-document. The Mann-Whitney-U test was used to determine the difference in completion time and time spent in each step among gender groups. No significant difference in timing was found between female and male users. Also, the groups with different computer-competency-skills did not differ in terms of time spent in each step. Moreover, the total-error-frequency was not found significantly different between male and female students. Generally, participants’ response patterns (%80) showed a cyclical-trend centered upon some specific steps regarding recalling information presented in previous steps. It implies that some transitions do not work efficiently. However, participants evaluated the Simulody as a useful/practical educational tool that they can assess their theoretical and clinical skills. As a prototype, Simulody can be a useful educational tool by increasing the number of case scenarios and making necessary technical revisions.

PDF

___

Alanazi, A. A., Nicholson, N., Atcherson, S. R., Franklin, C. A., Nagaraj, N. K., Anders, M., & Smith-Olinde, L. (2017). Audiology students’ perception of hybrid simulation experiences: Qualitative evaluation of debriefing sessions. Journal of Early Hearing Detection and Intervention, 2(1), 12-28.
Alinier, G., Hunt, B., Gordon, R., & Harwood, C. (2005). Effectiveness of intermediate-fidelity simulation training technology in undergraduate nursing education. Journal of Advanced Nursing, 54(3), 359-369. https://doi.org/10.1111/j.1365-2648.2006.03810.x
Blanch, D. C., Hall, J. A., Roter, D. L., & Frankel, R. M. (2008). Medical student gender and issues of confidence. Patient Education and Counseling. 72, 374-381. https://doi.org/10.1016/j.pec.2008.05.021
Brydges, R., Manzone, J., Shanks, D., Hatala, R. Hamstra, S. J., Zendejas, B., & Cook, D. A. (2015). Self-regulated learning in simulation-based training: a systematic review and meta-analysis. Medical Education, 49, 368-378. https://doi.org/10.1111/medu.12649
Cafferkey, A., Coyle, E., Greaney, D., Harte, S., Hayes, N., Langdon, M., … Burlacu, C.(2018). The college of anaesthetists of Ireland simulation training programme: A descriptive report and analysis of course participants’ feedback. Irish Journal of Medical Science 187, 1051-1056. https://doi.org/10.1007/s11845-018-1778-1
Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A metaanalysis. Computers & Education, 105, 1-13. https://doi.org/10.1016/j.compedu.2016.11.003
Cant, R. P., & Cooper, S. J. (2010). Simulation-based learning in nurse education: Systematic review. Journal of Advanced Nursing, 66(1), 3-15. https://doi.org/10.1111/j.1365- 2648.2009.05240.x
Cook, D. A. (2014). How much evidence does it take? A cumulative meta-analysis of outcomes of simulation-based education. Medical Education, 48, 750-760. https://doi.org/10.1111/medu.12473
Cook, D. A., Hatala, R., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A.T., … Hamstra, S. J. (2011). Technology-enhanced simulation for health professions education: A systematic review and meta-analysis. JAMA, 306(9), 978-988. https://doi.org/10.1001/jama.2011.1234
Dinsmore, B. F., Bohnert, C., & Preminger, J. E. (2013). Standardized patients in audiology: A proposal for a new method of evaluating clinical competence. J. Am. Acad. Audiol., 24(5), 372-392. https://doi.org/10.3766/jaaa.24.5.5
Dubovi, I., Levy, S. T., & Dagan, E. (2018). Situated simulation-based learning environment to ımprove proportional reasoning in nursing students. International Journal of Science and Mathematics Education, 16(8), 1521-1539. https://doi.org/10.1007/s10763-017- 9842-2)
Duff, E. D., Miller, L., & Bruce, J. (2016). Online virtual simulation and diagnostic reasoning: A scoping review. Clinical Simulation in Nursing, 12, 377-384. https://doi.org/10.1016/j.ecns.2016.04.001
Dzulkarnain, A. A. A., Rahmat, S., Mohd, N. P., & Badzis, M. (2017). Towards developing highfidelity simulated learning environment training modules in audiology. The Medical Journal of Malaysia, 72(1), 37-45. PMID: 28255138
Dzulkarnain, A. A. A., Wan Mhd Pandi, W. M., Rahmat, S., & Zakaria, N. A. (2015). Simulated learning environment (SLE) in audiology education: A systematic review. International Journal of Audiology, 54(12), 881-888. https://doi.org/10.3109/14992027.2015.1055840
Dzulkarnain, A. A. A., Wan Mhd Pandi, W. M., Wilson, W. J., Bradley, A. P., & Sapian, F. (2014). A preliminary investigation into the use of an auditory brainstem response (ABR) simulator for training audiology students in waveform analysis. International Journal of Audiology, 53(8), 514-521. https://doi.org/10.3109/14992027.2014.897763
Edeer, A. D. & Sarıkaya, A. (2015). Hemşirelik eğitiminde simülasyon kullanmı ve simülasyon tipleri. Hemşirelikte Eğitim ve Araştırma Dergisi, 12(2), 121-125.
Flyckt, R. L., White, E. E., Goodman, L. R., Mohr, C., Dutta, S. & Zanotti, K. M. (2017). The use of laparoscopy simulation to explore gender differences in resident surgical confidence. Obstetrics and Gynecology Int. https://doi.org/10.1155/2017/1945801
Gaba, D. M. (2004). The future vision of simulation in health care. Qual. Saf. Health Care, 13 (Suppl 1), i2-i10. https://doi.org/ 10.1136/qshc.2004.009878
Gaba, D. M. (2007). The future vision of simulation in healthcare. Simulation in Healthcare, 2(2), 126-135. https://doi.org/10.1136/qhc.13.suppl_1.i2
Grant, V. J., Robinson, T., Catena, H., Eppich, W., & Cheng, A. (2018). Difficult debriefing situations: A toolbox for simulation educators. Medical Teacher, 40(7), 703-712. https://doi.org/10.1080/0142159X.2018.1468558
Harder, B. N. (2010). Use of simulation in teaching and learning in health sciences: A systematic review. Journal of Nursing Education, 49(1),23-28. https://doi.org/10.3928/01484834-20090828-08
Hatala, R., Cook, D. A., Zendejas, B., Hamstra, S. J., & Brydes, R. (2014). Feedback for simulation-based procedural skills training: A meta-analysis and critical narrative synthesis. Advances in Health Sciences Education, 19(2), 251-272. https://doi.org/10.1007/s10459-013-9462-8
Heitz, A. (2013). Improving clinical education through the use of virtual patient-based computer simulations. Yayınlanmamış doktora tezi. University of Canterbury, New Zealand.
Howland, S. C. (2012). Immersive education: Virtual reality in clinical audiology: A pilot study of the effectiveness of a new patient simulator program on audiology students’ performance on case history tasks. Yayınlanmamış yüksek lisans tezi. University of Canterbury, New Zealand.
Hughes, J., Wilson, W. J., MacBean, N., & Hill, A. E. (2016). Simulated patients versus seminars to train case history and feedback skills in audiology students: A randomized controlled trial. International Journal of Audiology, 55(12), 758-764. https://doi.org/10.1080/14992027.2016.1210829
Issenberg, S. B., Gordon, M. S., Gordon, D.L., Safford, R. E., & Hart, I. R. (2001). Simulation and new learning technologies. Medical Teacher, 23(1), 16-23. https://doi.org/10.1080/01421590020007324
Issenberg, S. B., Mcgaghie, W. C., Petrusa, E. R., Gordon, D. L., & Scalese, R. J. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher, 27(1), 10-28. https://doi.org/10.1080/01421590500046924
Kaf, W. A., Masterson, C. G., Dion, N., Berg, S. L., & Abdelhakiem, M. K. (2013). Optimizing otoscopy competency in students through supplementary otoscopy training. J. Am. Acad. Audiol., 24(9), 859-866. https://doi.org/10.3766/jaaa.24.9.9.
Kneebone, R. L., Scott, W., Darzi, A., & Horrocks, M. (2004). Simulation and clinical practice: Strengthening the relationship. Medical Education, 38(10), 1095-1102. https://doi.org/10.1111/j.1365-2929.2004.01959.x
Maran, N. J., & Glavin, R. J. (2003). Low-to high-fidelity simulation – a continuum of medical education? Medical Education, 37(1), 22-28. PMID: 14641635.
McGaghie, W. C., Issenberg, S. B., Barsuk, J. H., & Wayne, D. B. (2014). A critical review of simulation‐based mastery learning with translational outcomes. Medical Education in Review, 48, 375-385. https://doi.org/10.1111/medu.12391
Mıdık, Ö. & Kartal, M. (2010). Simülasyona dayalı tıp eğitimi. Marmara Medical Journal, 23(3), 389-399.
Naeve-Velguth, S., Christensen, S. A., & Woods, S. (2013). Simulated patients in audiology education: Student reports. J. Am. Acad. Audiol., 24(8), 740-746. https://doi.org/10.3766/jaaa.24.8.10
Nakayama, N., Arakawa, N., Ejiri, H., Matsuda, R., & Makino, T. (2018). Heart rate variability can clarify students’ level of stress during nursing simulation. PloS One, 13(4), 1-12. https://doi.org/10.1371/journal.pone.0195280
Daniel, R., Ayyavoo, S., & Thilagavathi, R. (2017). Impact of simulation-based teaching of applied physiology of the cardiovascular system on the undergraduate medical student. National Journal of Physiology, Pharmacy and Pharmacology, 7(3), 323-327. http://dx.doi.org/10.5455/njppp.2017.7.1132517122016
Robinson, B. K., & Dearmon, V. (2013). Evidence-based nursing education: Effective use of instructional design and simulated learning environments to enhance knowledge transfer in undergraduate nursing students. Journal of Professional Nursing, 29(4), 203-209. https://doi.org/10.1016/j.profnurs.2012.04.022
Sanderson, E. A. (2013). Evaluating the use of a virtual reality patient simulator as an educational tool in an audiological setting. Yayınlanmamış yüksek lisans tezi. University of Canterbury, New Zealand.
Thomas, L J., Parsons, M., & Whitcombe, D. (2019). Assessment in smart learning environments: Psychological factors affecting perceived learning. Computers in Human Behavior, 95, 197-207. https://doi.org/10.1016/j.chb.2018.11.037
Wilson, W. J., Hill, A., Hughes, J., Sher, A., & Laplante-Levesque, A. (2010). Student audiologists' impressions of a simulation training program. Australian and New Zealand Journal of Audiology, 32(1), 19-30. https://doi.org/10.1375/audi.32.1.19
Wilson, W., Goulios, H., Kapadia, S., Patuzzi, R., Kei, J., Vitkovic, J., … Marshall, A. (2011). A national approach for the integration of simulated learning environments into audiology education. Australia: Health Workforce Australia.
Yıldırım, D., Özer, Z., Kocaağalar, E., & Bölüktaş, R. P. (2019). Eğitimde inovasyon: Sağlık eğitiminde simülasyon kullanımı. Bilgi Ekonomisi ve Yönetimi Dergisi, 14(1), 33-41.
Yunoki, K., & Sakai, T. (2018). The role of simulation training in anesthesiology resident education. Journal of Anesthesia, 32, 425-433. https://doi.org/10.1007/s00540-018- 2483-y