From Part Task Training to Integrated Simulation: Addressing Clinical Capacity and Assessment Challenges in Audiology Education

Background: A significant challenge in audiology education is the increasing student numbers requiring clinical exposure versus the limited capacity of academic hospitals. Furthermore, assessing competence in non-technical skills—such as case history acquisition, clinical reasoning, and patient feedback—remains difficult using traditional methods. Effective competency acquisition requires the intentional deconstruction of complex clinical tasks into discrete, teachable components.

Method: This presentation describes the strategic use of simulation technologies as “part-task trainers” within an audiology program. Simulation equipment is used to target specific competencies, including case history, audiological testing and masking, electrophysiological assessments, and real-ear measures. These components are progressively integrated as students advance through the curriculum, following established simulation principles.

Results: The implementation demonstrates how diverse simulation tools can support structured skill acquisition across multiple domains. By deconstructing complex tasks, the program allows students to master foundational elements before moving toward integrated simulated cases that provide holistic and authentic training experiences.

Conclusion: The use of simulation technologies as part-task trainers offers a viable solution to clinical capacity constraints. This approach enriches the structured development of both technical and non-technical clinical skills, ensuring that students are better prepared for real-world clinical practice through a progressive, integrated learning model.