Audiology Students' Perspectives of Enacting and Learning Clinical Communication: A Qualitative Interview and Video Reflexivity Study

• Published in: American journal of audiology 2018-06, Vol.27 (2), p.219-230
• Main Authors: Tai, Samantha, Woodward-Kron, Robyn, Barr, Caitlin
• Format: Article
• Language: English
• Subjects: Adult; Analysis; Audiology - education; Australia; Clinical Competence; Curriculum; Female; Health aspects; Hearing; Humans; Interdisciplinary Communication; Learning; Male; Medical communication; Qualitative Research; Students; Students, Health Occupations - statistics & numerical data; Young Adult
• ISSN: 1059-0889; 1558-9137
• DOI: 10.1044/2018_AJA-17-0097

Effective clinical communication is pivotal to the provision of quality hearing health care. To date, audiology students reportedly felt ill-prepared when counseling patients about their hearing impairment, yet there is a paucity of studies exploring how clinical communication is taught and learned in audiology programs. Thus, the aims of the study were (a) to explore final year audiology students' perspectives of their own clinical communication skills during an in-house university clinical placement and (b) to explore students' perceptions of their clinical communication education. Using a qualitative description approach, students were asked to coview their filmed clinical encounter using video reflexivity during a semistructured interview on clinical communication education. Fifteen final year graduate audiology students from The University of Melbourne, Australia, participated in the study. The interviews were audio-recorded and analyzed thematically. The overarching themes of striving to be patient-centered, assessment shapes behavior, and power relations emerged from students' reflection of their own clinical encounter. In addition, the theme what students want described the perceived teaching methods that assisted students' clinical communication practices. The findings of this study highlight the challenges that students perceived during their clinical placement as they strive to enact a patient-centered interaction. An assessment rubric that incorporates communication skills can provide greater opportunities for feedback and self-reflection. Additionally, clinical communication education that adopts experiential learning and is longitudinally integrated into the curriculum can further reinforce students' communication learning needs.