Interprofessional Peer-Assisted Learning as a Model of Instruction in Doctor of Audiology Programs Purpose This study reports on interprofessional peer-assisted learning (PAL) as a model of instruction in the preparation of doctoral audiology students. Method Ten Doctor of Audiology (AuD) students provided training in audiologic screening for 53 graduate speech-language pathology students in 9 individual PAL sessions. Pre- and post-surveys assessed ... Clinical Focus
Newly Published
Clinical Focus  |   July 13, 2017
Interprofessional Peer-Assisted Learning as a Model of Instruction in Doctor of Audiology Programs
 
Author Affiliations & Notes
  • Yula C. Serpanos
    Adelphi University, Department of Communication Sciences and Disorders, Garden City, NY
    Long Island Doctor of Audiology (AuD) Consortium (Adelphi, Hofstra, and St. John's Universities), Garden City, NY
  • Deborah Senzer
    Adelphi University, Department of Communication Sciences and Disorders, Garden City, NY
    Long Island Doctor of Audiology (AuD) Consortium (Adelphi, Hofstra, and St. John's Universities), Garden City, NY
  • Daryl M. Gordon
    Adelphi University, Ruth S. Ammon School of Education, Garden City, NY
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Yula C. Serpanos: Serpanos@adelphi.edu
  • Editor: Sumitrajit Dhar
    Editor: Sumitrajit Dhar×
  • Associate Editor: Ann Eddins
    Associate Editor: Ann Eddins×
Article Information
Hearing Disorders / Special Populations / Early Identification & Intervention / Professional Issues & Training / Newly Published / Clinical Focus
Clinical Focus   |   July 13, 2017
Interprofessional Peer-Assisted Learning as a Model of Instruction in Doctor of Audiology Programs
American Journal of Audiology, Newly Published. doi:10.1044/2017_AJA-17-0012
History: Received February 2, 2017 , Revised March 29, 2017 , Accepted April 12, 2017
 
American Journal of Audiology, Newly Published. doi:10.1044/2017_AJA-17-0012
History: Received February 2, 2017; Revised March 29, 2017; Accepted April 12, 2017

Purpose This study reports on interprofessional peer-assisted learning (PAL) as a model of instruction in the preparation of doctoral audiology students.

Method Ten Doctor of Audiology (AuD) students provided training in audiologic screening for 53 graduate speech-language pathology students in 9 individual PAL sessions. Pre- and post-surveys assessed the peer teaching experience for AuD students in 5 areas of their confidence in audiologic screening: knowledge, skill, making a referral based on outcomes, teaching, and supervising. Pre- and post-learning outcomes in audiologic screening for the speech-language pathology student trainees determined the effectiveness of training by their AuD student peers.

Results Survey outcomes revealed significant (p < .001) improvement in the overall confidence of AuD student peer instructors. Speech-language pathology students trained by their AuD peers exhibited significant (p = .003) improvements in their knowledge and skill and making outcome-based referrals in audiologic screening, supporting the effectiveness of the PAL paradigm.

Conclusions In addition to meeting required accreditation and professional certification competency standards, the PAL instructional model offers an innovative curricular approach in interprofessional education and in the teaching and supervisory preparation of students in doctoral audiology programs.

Acknowledgment
The authors thank Dr. Mark J. Hilsenroth for his guidance on the statistical analysis.
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