Integrating lived experience in preprofessional training in speech pathology and audiology

Abstract

BACKGROUND : Incorporating persons with lived experience (PWLE) has proven effective in supporting pre-professionals in their training by providing authentic insights that foster empathy, compassion and critical thinking. However, limited research exists on its integration into audiology and speech-language pathology courses. This project aimed to determine the benefits of incorporating lived experience engagements into preprofessional audiology and speech-language pathology training. METHOD : Preprofessional students enrolled for a course in adult auditory (re)habilitation and engaged with PWLE during scheduled class sessions. Six PWLE from different countries, each with unique hearing experiences and various hearing technologies, interacted with the students. Students reflected on their experiences using Gibbs' Reflective Cycle; their reports were retrospectively analysed using inductive content analysis. RESULTS : Sixty-four pre-professionals across three universities consented to have their reflections analysed. The value of the engagement resulted in three overarching categories: student experience, patient reported experience and professional practice. Subcategories contributing to the student experience included emotions, perceptions and career goals, with the patient experience category including lack of care, passive listening, setting and significant others. The professional practice category included active listening, trust and care decisions. CONCLUSION : Incorporating opportunities for PWLE to share their hearing healthcare journey allows preprofessional students the opportunity to be reflective on aspects such as communication, person-centred care and empathy. Students can utilise these experiences to identify practical tips for enhancing their own clinical skills and highlight core values for their future roles.