{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,3]],"date-time":"2026-09-03T05:16:16Z","timestamp":1788412576853,"version":"build-2803163510"},"reference-count":36,"publisher":"American Academy of Audiology","issue":"4","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["j am acad audiol"],"published-print":{"date-parts":[[2026,7,1]]},"abstract":"\n Background:<\/jats:bold>\n Developing professional competencies such as empathy, counseling, and communication is an essential yet often underemphasized aspect of audiology education. Traditional instruction may provide theoretical knowledge but limited opportunity for experiential practice\n in emotionally charged clinical situations, such as delivering bad news to patients and families.\n Purpose:<\/jats:bold>\n We compared the impact of simulation-based training and case scenario discussions on audiology students\u2019 confidence in professional competencies.\n Research\n Design:<\/jats:bold>\n We used a randomized controlled pre- and posttest study design. All participants attended a 1-hour lecture on counseling strategies for delivering bad news and completed a professional competence confidence questionnaire before and after the intervention.\n Study\n Sample:<\/jats:bold>\n Sixteen undergraduate audiology students enrolled in a single university program were randomly assigned to either the simulation group (n = 8) or the case-scenario discussion control group (n = 8).\n Intervention:<\/jats:bold>\n The experimental group engaged in a live simulation\n with standardized patients, whereas the control group viewed recorded case scenarios; both groups participated in guided debriefing sessions.\n Data Collection and Analysis:<\/jats:bold>\n Self-reported confidence levels across domains of empathy, professionalism, and provision of support\/resources\n were measured using a validated questionnaire. Pre- and postintervention scores were analyzed within groups using the Wilcoxon signed-rank test and between groups using the Mann\u2010Whitney\n U<\/jats:italic>\n test, with significance set at p < 0.05.\n Results:<\/jats:bold>\n Despite the small\n sample size, students in the simulation group demonstrated statistically significant gains in confidence across empathy, professionalism, and supportive communication skills (p < 0.05), whereas the control group showed modest improvements limited to support and resources.\n Conclusions:<\/jats:bold>\n Simulation-based training was more effective than case-scenario observation, even when observation was paired with structured debriefing, highlighting the added value of hands-on, experiential participation.\n Clinical Relevance Statement:<\/jats:bold>\n Integrating simulation into\n audiology curricula offers a practical method to strengthen students\u2019 interpersonal and counseling skills in emotionally sensitive situations. These findings highlight the potential of simulation as a scalable and evidence-informed strategy to improve clinical readiness and patient-centered\n communication in audiological practice.\n <\/jats:p>","DOI":"10.3766\/jaaa.250114","type":"journal-article","created":{"date-parts":[[2026,1,30]],"date-time":"2026-01-30T01:05:11Z","timestamp":1769735111000},"page":"298-308","source":"Crossref","is-referenced-by-count":0,"title":["Impact of Simulation-Based Training on Audiology Students\u2019 Professional Competences: A Pilot Randomized Study"],"prefix":"10.3766","volume":"37","author":[{"given":"Noura I.","family":"Alothman","sequence":"first","affiliation":[{"name":"*Department of Health Communication Sciences, College of Health and Rehabilitation Sciences, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ahmad A.","family":"Alanazi","sequence":"additional","affiliation":[{"name":"\u2020Department of Audiology and Speech Pathology, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rawan A.","family":"AlQarni","sequence":"additional","affiliation":[{"name":"*Department of Health Communication Sciences, College of Health and Rehabilitation Sciences, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nisreen N.","family":"AlAwaji","sequence":"additional","affiliation":[{"name":"*Department of Health Communication Sciences, College of Health and Rehabilitation Sciences, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2087","reference":[{"issue":"(1)","key":"c1","first-page":"12","article-title":"Audiology students\u2019 perception of hybrid simulation experiences: qualitative evaluation of 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