Hearing Screening Skill Development for SLP & AUD Learners: An Interprofessional Simulation Experience

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Hearing Screening Skill Development for SLP & AUD Learners: An Interprofessional Simulation Experience

Experience Status


Approval Date Range

10/25/2023 - 10/25/2024

Registration Details for Learners


Criteria for Registering the IPE Experience

  • Opportunities to learn about, from, and with one another.
  • Significant interactivity between participants.
  • Teaching and/or learning about interprofessional practice and education is intentionally integrated into the activity. Interprofessional practice and education constructs are targeted with IPE learning objectives are also discussed, trained, reviewed, and/or assessed as part of the learning activity.
  • Involvement of two or more professions.

Type of IPE Experience

  • Case-based and/or problem-based learning
  • Clinical observation and/or professional interview
  • Experiential and/or clinical learning
  • Simulation learning

IPEC Core Competencies Targeted by this IPE Experience

  • Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
  • Roles and Responsibilities: Use the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes.
  • Teams and Teamwork: Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.
  • Values and Ethics: Work with team members to maintain a climate of shared values, ethical conduct, and mutual respect.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Enhancing the experience of care
  • Improving patient and/or population health outcomes
  • Advancing health equity

Detailed Description and Purpose of the IPE Experience

In the ever-evolving field of communication sciences and disorders, speech-language pathology, and audiology, the ability to conduct thorough hearing screenings is of paramount importance. These screenings are not only a fundamental aspect of identifying and addressing communication disorders but also serve as a critical initial step in the diagnostic and treatment process for individuals of all ages. Equally essential is the collaboration between speech-language pathology and audiology students, who must work together to refine their skills in hearing screening. Given the sensitive nature of hearing assessments and the potential consequences of misdiagnoses, creating a safe and controlled learning environment for simulation exercises is invaluable. Such simulations offer aspiring professionals the opportunity to practice this vital skill under supervision, ensuring that they are well-prepared to provide the highest quality care and support to individuals with communication challenges. This collaborative approach between speech-language pathology and audiology students not only fosters essential skills but also promotes a holistic and integrated approach to patient care.

All learners will participate in a simulation brief to learn best practices in hearing screenings for people of all ages. Foundations of communication and collaboration between these 2 professions will also be discussed. Learners will have the opportunity to learn roles and responsibilities, teamwork, and collaboration. Students from the audiology program will serve as standardized patients for student clinicians from the SLP program conducting hearing screenings and educating on results/recommendations for eight different patient presentation scenarios.

SLP Student Learning Objectives include:
• Demonstrate knowledge of the anatomy and physiology of the ear. This includes understanding the structures of the ear, how sound travels through the ear, and how the ear converts sound waves into electrical signals that are sent to the brain.
• Gain experience in conducting hearing screenings. This includes learning how to set up and operate the equipment, how to administer the tests, and how to interpret the results.
• Educate and counsel clients and care partners regarding results and recommendations. This includes using person-centered communication to explain anatomy, physiology, results, possible referrals, and resources.
• Increase confidence in conducting hearing screenings. The simulation activity can provide a safe and controlled environment for students to practice their skills and gain confidence in their ability to conduct hearing screenings.

Audiology Student Learning Objectives include:
• serve in a mentorship role providing explicit and constructive feedback to maximize SLP students’ performance.
• work collaboratively with SLP students developing teamwork and clear communication skills with other professionals.
• differentiate roles and responsibilities in hearing screening in the scope of practice between disciplines

Following the simulation learners will have an opportunity to reflect on both clinical skills and teamwork skills in a large group debrief.

Level of IPE Integration

  • 2. Immersion Level: Consists of development learning activities that provide learners with the opportunity to learn about, with, and from other professional learners in an active learning situation where they are applying learning during the activity. The desired outcome for activities offered at the immersion level is that learners will develop critical thinking skills as part of an interprofessional view that incorporates multiple perspectives and acknowledges and encourages diversity in providing quality health and human services.

Attendance or Participation in the IPE Experience

  • Certificate credit
  • Experiential credit

Frequency of the IPE Experience

  • 01. Annually

Duration and/or Timeline of the IPE Experience

  • 02. 1 to 3 hours

Campus and/or Location of the IPE Experience

  • Lubbock

Average Number of Learners Participating in the IPE Experience

  • 02. 51 to 100

Target Audiences

Graduate School of Biomedical Sciences Audiences

School of Health Professions Audiences

  • Audiology, AuD
  • Speech-Language Pathology, MS

School of Medicine Audiences

School of Nursing Audiences

School of Pharmacy Audiences

School of Population and Public Health Audiences


IPE Learning Objectives for the Experience

Values and Ethics

  • VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
  • VE09. Maintain competence in one’s own profession in order to contribute to interprofessional care.
  • VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.

Roles and Responsibilities

  • RR01. Include the full scope of knowledge, skills, and attitudes of team members to provide care that is person-centered, safe, cost-effective, timely, efficient, effective, and equitable.
  • RR02. Collaborate with others within and outside of the health system to improve health outcomes.
  • RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.


  • C01. Communicate one’s roles and responsibilities clearly.
  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
  • C04. Promote common understanding of shared goals.
  • C05. Practice active listening that encourages ideas and opinions of other team members.

Teams and Teamwork

  • TT06. Reflect on self and team performance to inform and improve team effectiveness.
  • TT08. Facilitate team coordination to achieve safe, effective care and health outcomes.
  • TT09. Operate from a shared framework that supports resiliency, well-being, safety, and efficacy.
  • TT10. Discuss organizational structures, policies, practices, resources, access to information, and timing issues that impact the effectiveness of the team.
  • TT04. Use shared leadership practices to support team effectiveness.

Type of Learner Assessment Administered

  • Skills and/or competency assessment
  • Peer feedback

Formal Assessment Protocol used, if Applicable

Type of Program Evaluation Administered

  • Facilitated debrief with planning committee
  • Activity feedback/evaluation – from faculty, facilitators, and/or preceptors

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated personnel
  • Dedicated resources
  • Incentives available for learner and/or faculty participation
  • Integrated into program curriculum

Provide Dedicated Funding Sources:

  • Fees (e.g., student or program fees)

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Mentors

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • School of Health Professions

Contact Person(s) and Contact Information for the IPE Experience

Carolyn Perry, M.S., CCC-SLP (she/her/hers)
Director of Clinical Education for SLP
Assistant Professor of Practice
3601 4th Street
Lubbock, TX 79430-6073