Background: Establishing clinic-specific normative data for auditory brainstem response (ABR) tests is important due to variability in stimulus parameters and equipment. Objective: To establish normative values for ABR measurements in infants aged 3 to 6 months. Design: Descriptive study. Participants: 12 normal-hearing male and female infants, aged 3 to 6 months, who underwent ABR tests. Setting: Audiology Unit, Department of Otorhinolaryngology - Head and Neck Surgery, Southern Philippines Medical Center, Davao City, January 2021 to December 2022. Main outcome measures: Absolute latency readings for waves I, III, and V, and interpeak latencies for waves I-III, III-V, and I-V using Interacoustics Eclipse EP15 apparatus with a RadioEar IP30 Insert Earphone transducer at a stimulus intensity of 60-90 dBnHL and a rate of 45.1 clicks/sec. Main results: All normative ABR ranges were computed with a threshold of ± 2 SD from the means. The computed means (normative ranges) for absolute latencies for waves I, III, and V were 1.49 ± 0.15 (1.19-1.78) msec, 4.45 ± 0.32 (3.81-5.10) msec, and 6.65 ± 0.26 (6.12-7.17) msec, respectively. The computed normative values for interpeak latencies for waves I-III, III-V, and I-V were 2.80 ± 0.22 (2.36-3.23) msec, 2.19 ± 0.21 (1.78-2.61) msec, and 4.99 ± 0.29 (4.41-5.57) msec, respectively. Conclusion In our study, we have established normative values for ABR test measurements for infants aged 3 to 6 months.
Hearing Loss ; Audiology

Audiology ; Auditory Threshold ; Humans

Audiology ; Body Fluids ; Child ; Humans ; Middle Ear Ventilation ; Otitis Media ; Otitis Media with Effusion/diagnosis*

BACKGROUND AND OBJECTIVES: There is a scant evidence on the use of simulations in audiology (especially in Malaysia) for case-history taking, although this technique is widely used for training medical and nursing students. Feedback is one of the important components in simulations training; however, it is unknown if feedback by instructors could influence the simulated patient (SP) training outcome for case-history taking among audiology students. Aim of the present study is to determine whether the SP training with feedback in addition to the standard role-play and seminar training is an effective learning tool for audiology case-history taking. SUBJECTS AND METHODS: Twenty-six second-year undergraduate audiology students participated. A cross-over study design was used. All students initially attended two hours of seminar and role-play sessions. They were then divided into three types of training, 1) SP training (Group A), 2) SP with feedback (Group B), and 3) a non-additional training group (Group C). After two training sessions, the students changed their types of training to, 1) Group A and C: SP training with feedback, and 2) Group B: non-additional training. All the groups were assessed at three points: 1) pre-test, 2) intermediate, and 3) post-test. The normalized median score differences between and within the respective groups were analysed using non-parametric tests at 95% confidence intervals. RESULTS: Groups with additional SP trainings (with and without feedback) showed a significantly higher normalized gain score than no training group (p<0.05). CONCLUSIONS: The SP training (with/ without feedback) is a beneficial learning tool for history taking to students in audiology major.
Audiology ; Cross-Over Studies ; Education, Medical ; Hearing ; Humans ; Islam ; Learning ; Malaysia ; Students, Nursing

OBJECTIVES: Automated audiometry provides an opportunity to do audiometry when there is no direct access to a clinical audiologist. This approach will help to use hearing services and resources efficiently. The purpose of this study was to review studies related to automated audiometry by focusing on the implementation of an audiometer, the use of transducers and evaluation methods. METHODS: This review study was conducted in 2017. The papers related to the design and implementation of automated audiometry were searched in the following databases: Science Direct, Web of Science, PubMed, and Scopus. The time frame for the papers was between January 1, 2010 and August 31, 2017. Initially, 143 papers were found, and after screening, the number of papers was reduced to 16. RESULTS: The findings showed that the implementation methods were categorized into the use of software (7 papers), hardware (3 papers) and smartphones/tablets (6 papers). The used transducers were a variety of earphones and bone vibrators. Different evaluation methods were used to evaluate the accuracy and the reliability of the diagnoses. However, in most studies, no significant difference was found between automated and traditional audiometry. CONCLUSIONS: It seems that automated audiometry produces the same results compared with traditional audiometry. However, the main advantages of this method; namely, saving costs and increased accessibility to hearing services, can lead to a faster diagnosis of hearing impairment, especially in poor areas.
Audiology ; Audiometry* ; Diagnosis ; Hearing ; Hearing Loss ; Mass Screening ; Methods* ; Transducers

Evidence based practice has become an important aspect in many healthcare provisions to improve patient outcomes. Investigating the gaps between knowing and doing in audiology practice will provide future directions for successful service delivery. The purpose of this study was to explore “know-do” gaps related to professional awareness and attitude in hearing aid fitting management (HAFM) by analyzing data of a questionnaire. It consisted of 22 questions focusing on 11 HAFM components. Each component had two sub-questions involving levels of the importance and practice for HAFM. Respondents answered each question based on subjective judgments for their own hearing aid fitting services with a Visual Analogue Scale. A total of 51 responses from hearing care professionals were collected and the scores for knowing and doing were compared. The results showed overall high scores in doing and knowing responses; however, there were significant “know-do” gaps demonstrating higher knowing scores than doing scores across all HAFM components. The largest “know-do” gaps were observed in three components mostly implemented during follow-up sessions which indicate the need to improve their corresponding services and practical guidelines emphasizing the follow-up services.
Audiology ; Delivery of Health Care ; Evidence-Based Practice ; Follow-Up Studies ; Hearing Aids* ; Hearing* ; Humans ; Judgment ; Surveys and Questionnaires

This pilot study explores audiologist-patient interactions during initial evaluations or consultations. In particular, an audiologist's response to patient symptoms is examined. Conversations between audiologist and patients were recorded using a digital recorder, which were transcribed, and analyzed using the Codes for Human Analysis of Transcripts and Child Language Analysis computer programs. Mean length of turn and frequency of utterances related to explicit discussion or description of symptoms or the patient's interpretation of symptoms was determined. Study sample: six audiologist-patient interactions were recorded and transcribed. A single audiologist was used for this pilot investigation. Results suggest that during the initial audiological consultations related to hearing difficulties the audiologist produced more utterances related to explicit description of the symptoms, whereas when during the sessions about complex disorder and hearing aid consultation the audiologist produced more utterances related to the patient's interpretation of the symptoms. Also, a more equitable distribution of words and utterances per turn are observed during the initial consultation about hearing difficulties when compared to complex disorders and hearing aid consultation sessions where the audiologist was dominant within the interaction. This preliminary study reveals unique insights to audiologist's communication behavior during audiology consultation session. Efforts are needed to educate and promote appropriate communication between audiologists' and patients, which could result in increased patient satisfaction.
Audiology ; Child ; Child Language ; Health Communication ; Hearing ; Hearing Aids ; Humans ; Patient Satisfaction ; Pilot Projects* ; Referral and Consultation ; Rehabilitation

Introduction: This discussion paper reviews and synthesises the literature on simulated learning environment (SLE) from allied health sciences, medical and nursing in general and audiology specifically. The focus of the paper is on discussing the use of high-fidelity (HF) SLE and describing the challenges for developing a HF SLE for clinical audiology training. Methods: Through the review of the literature, this paper discusses seven questions, (i) What is SLE? (ii) What are the types of SLEs? (iii) How is SLE classified? (iv) What is HF SLE? (v) What types of SLEs are available in audiology and their level of fidelity? (vi) What are the components needed for developing HF SLE? (vii) What are the possible types of HF SLEs that are suitable for audiology training? Publications were identified by structured searches from three major databases PubMed, Web of Knowledge and PsychInfo and from the reference lists of relevant articles. The authors discussed and mapped the levels of fidelity of SLE audiology training modules from the literature and the learning domains involved in the clinical audiology courses. Results: The discussion paper has highlighted that most of the existing SLE audiology training modules consist of either low- or medium-fidelity types of simulators. Those components needed to achieve a HF SLE for audiology training are also highlighted. Conclusion: Overall, this review recommends that the combined approach of different levels and types of SLE could be used to obtain a HF SLE training module in audiology training.
Audiology ; Hearing

The present report provides an overview of terminology studies in audiology including topics and study characteristics, as well as categorizing the main issues. The goals are to improve the understanding of the current issues for terminology in audiology and to provide some basic information that will be useful to develop an international standard. Search procedures were completed over two phases. Phase 1 included a systematic electronic searches using MEDLINE (PubMed), Excerpta Medica Database, Cumulative Index to Nursing and Allied Health Literature, and International Organization for Standardization with keywords related to terminology of audiology. The studies were initially identified according to the titles of 2921 publications following careful abstract examination. Of these, whole texts of 16 publications were retrieved. Five papers met the inclusion criteria were further investigated. In phase 2, a manual search was conducted to collect additional publications with keywords related to terminology project in audiology. A total of 16 papers were found. The essential terminology issues classified included 'appropriateness,' 'classification/framework,' 'inconsistency of terminology,' 'multilingual and international aspects,' and 'service quality/delivery including communication and accessibility.' This was indicative of the paucity of terminology research in audiology, despite recurring terminology issues. Establishment of standardized terminology in audiology may minimize current challenging terminology issues by improving appropriateness and consistency of terminology as well as communication among relevant stakeholders at national and international levels.
Audiology* ; Nursing

BACKGROUND AND OBJECTIVES: Patient-centeredness is a critical approach to rehabilitation in allied health professions and is an imperative component of evidence-based practice. However, it is unknown if patient-centeredness is valued by students enrolled in allied health. This study was aimed at determining preferences to patient-centeredness in pre-service speech and hearing students in the field of speech and hearing sciences. SUBJECTS AND METHODS: Pre-service speech and hearing students (n=93) completed the Patient-Practitioner Orientation Scale (PPOS) and were grouped according to low, medium, or high exposure to curriculum content. RESULTS: Across exposure levels, students exhibited high preference to patient centeredness with a mean PPOS score of 4.13 (standard deviation–0.5). A pairedsample t-test revealed a significant difference (p≤0.0001) between the caring and sharing subscales of the PPOS with lower mean scores on the caring subscale. No significant differences were noted across levels of exposure for sharing subscale, caring subscale, or PPOS full-scale. CONCLUSIONS: Results suggest a need for curriculum enhancement focused on improved caring and empathy.
Audiology ; Cross-Sectional Studies* ; Curriculum ; Education ; Empathy ; Evidence-Based Practice ; Health Occupations ; Hearing* ; Humans ; Patient-Centered Care ; Rehabilitation ; Speech-Language Pathology