Virtual clinical experiences in undergraduate audiology education : insights from a scoping review

Abstract

The study aimed to map existing evidence on the use of VCEs in undergraduate audiology education. A scoping review guided by the Joanna Briggs Institute (JBI) framework and reported according to PRISMA-ScR guidelines was conducted. Studies involving undergraduate audiology students and VCE interventions were included. Searches were conducted in PubMed, Scopus, Web of Science, EBSCOHost and ERIC, with additional grey literature identified through Google Scholar, institutional repositories, and reference lists. Two reviewers screened titles, abstracts, and full texts. Data extracted included study characteristics, types of VCE interventions, and educational outcomes. Data were summarised using descriptive analysis.Seven studies involving undergraduate audiology students met the inclusion criteria and were published between 2008 and 2022. Studies were conducted in France, the United Kingdom, the United States, and South Africa and used quasi-experimental, descriptive, survey, and pilot designs. Sample sizes ranged from 22 to 115 participants. VCE modalities included virtual reality audiometry simulations, web-based virtual clinic laboratories, video-based otoscopy training, videoconferencing for supervision, virtual objective structured clinical examinations (OSCEs) and virtual case-based learning. Studies reported improvements in knowledge, clinical reasoning, and procedural skills, with high levels of student satisfaction and perceived competence. Learning outcomes were generally comparable to traditional training approaches. Implementation considerations included technological infrastructure, connectivity limitations and cost.<br>