Application of Standardized Patient Teaching Method to the Assessment of Audiologists

SHI Zhao; CUI Zhi-yuan; ZHAO Yu; MENG Zhao-li

doi:10.3969/j.issn.1672-4933.2026.05.020

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Application of Standardized Patient Teaching Method to the Assessment of Audiologists

Audiological Education | 更新时间：2026-10-08

- Application of Standardized Patient Teaching Method to the Assessment of Audiologists
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 24, Issue 5, Pages: 552-554(2026)
- 作者机构：
  
  四川大学华西医院耳鼻咽喉头颈外科听力与言语语言康复中心成都 610041
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2026.05.020
  CLC： R76
- Received：10 September 2024，
  
  Revised：2024-11-10，
  
  Accepted：03 January 2025，
  
  Published：15 September 2026
- 稿件说明：
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史钊,崔智渊,赵宇等.标准化病人教学法在听力技师考核中的应用[J].中国听力语言康复科学杂志,2026,24(05):552-554.

SHI Zhao,CUI Zhi-yuan,ZHAO Yu,et al.Application of Standardized Patient Teaching Method to the Assessment of Audiologists[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):552-554.
史钊,崔智渊,赵宇等.标准化病人教学法在听力技师考核中的应用[J].中国听力语言康复科学杂志,2026,24(05):552-554. DOI： 10.3969/j.issn.1672-4933.2026.05.020.

SHI Zhao,CUI Zhi-yuan,ZHAO Yu,et al.Application of Standardized Patient Teaching Method to the Assessment of Audiologists[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):552-554. DOI： 10.3969/j.issn.1672-4933.2026.05.020.

摘要

目的

探讨标准化病人（standardized patient，SP）教学法在听力技师规范化培训与临床技能考核中的应用价值与实施效果。

方法

选取10名临床在职听力技师为研究对象，采用经培训的SP模拟先天性中耳畸形、听神经病、听神经瘤、大前庭水管综合征、伪聋5类典型听力障碍病例，构建包含操作前准备、纯音测听、言语测听、结果判读、临床思维与沟通能力的标准化评分体系，开展临床技能考核并进行效果评价。

结果

考核对象均顺利完成全部考核项目，总通过率80%，其中80分以上优秀者5人（50%），70～80分良好者3人（30%），60分以下不合格者2人（20%），均为从业1年且未接受系统规范培训人员。

结论

SP教学法应用于听力技师规范化培训考核科学可行，能真实地评估听力师临床操作、沟通应变与病案分析能力，弥补传统考核与临床脱节的不足。

Abstract

Objective

To investigate the application value of the standardized patient (SP) teaching method in the standardized training and clinical skill evaluation of audiology technicians.

Methods

Ten clinical audiology technicians were enrolled in this study. Trained SPs were used to simulate five typical types of hearing disorders: congenital middle ear malformation

auditory neuropathy

acoustic neuroma

enlarged vestibular aqueduct syndrome

and pseudohypoacusis. A standardized scoring system was developed

encompassing pre-operative preparation

pure-tone audiometry

speech audiometry

result interpretation

clinical reasoning

and communication skills.

Results

All the participants completed the assessment. With 60 points as the passing standard

the overall pass rate reached 80%. Five participants (50%) achieved excellent scores (≥80 points)

three (30%) were rated as good (70-80 points)

and two (20%) failed the assessment (<60 points). The both two participants had only one year of work experience and had not received systematic standardized training.

Conclusion

The application of the SP teaching method to the assessment of standardized training for audiology technicians is feasible and effective. It more accurately evaluates clinical operation skills

communication and adaptability

and case analysis abilities

thereby compensating for the shortcomings of traditional assessment methods

which are often disconnected from actual clinical practice.

关键词

Keywords

references

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