The Effect of Ventriloscope Simulation Stethoscope Training on Auscultation Knowledge, Skill, and Confidence in Physical Therapy and Athletic Training Students: A Longitudinal Within-Subjects Study
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 60
- 试验地点
- 1
- 主要终点
- Auscultaqtion Knowledge Score
研究概览
简要总结
This longitudinal, single-cohort, within-subjects study evaluates whether sequential exposure to Ventriloscope simulation stethoscope training, delivered after traditional auscultation instruction, enhances auscultation knowledge, clinical sound recognition skill, and self-reported confidence in Physical Therapy (PT) and Athletic Training (AT) students, and whether any enhancement is retained two months after training.
All participating students receive both training modalities in sequence. Knowledge, skill, and confidence are measured at five timepoints (T1-T5) across approximately five months. A qualitative component examines student perceptions of the two training modalities.
详细描述
Auscultation is a required clinical competency for physical therapists and athletic trainers, yet evidence-based instructional tools remain limited. Simulation stethoscopes, such as the Ventriloscope (Lecat's SimplySim, Canton, OH), pair a standard-appearing stethoscope with a wireless transmitter that delivers pre-recorded pathologic heart and lung sounds to the learner as though originating from a live patient. Prior work has shown benefit in pharmacy, paramedic, and DPT populations, but no published study has evaluated this technology in Athletic Training students, used a within-subjects longitudinal design tracking the same participants across traditional and simulation training, or included a qualitative comparison of student perceptions.
Design: Single-cohort, longitudinal, within-subjects repeated-measures study with an embedded qualitative component.
Timepoints: T1 Pre-Traditional (May 2026); T2 Post-Traditional (May 2026); T3 Pre-Ventriloscope, ~2-month retention check (July 2026); T4 Post-Ventriloscope (July 2026); T5 2-month Follow-Up (September 2026).
Interventions: (1) Traditional auscultation training session (~90 min) including didactic lecture and peer auscultation with standard stethoscopes; (2) Ventriloscope simulation training session (~90 min) including device orientation, three-step technique instruction, and rotation through eight pre-programmed PT/AT-relevant case stations.
Rationale for single-cohort design: A two-arm design would require withholding a potentially beneficial educational intervention from half of a required clinical curriculum, which presents ethical concerns in a health professions education context. All participants receive both interventions sequentially.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Other
- 盲法
- None
盲法说明
Participants and training facilitators cannot be masked given the nature of the educational interventions.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Non-Probability Sample was utilized which included a sample of convenience drawn from the current cohort of YSU PT and AT graduate students.
- •Graduate students currently enrolled in the Youngstown State University Doctor of Physical Therapy (DPT) program or the Master of Athletic Training (MAT) program who are concurrently receiving auscultation instruction as part of their standard curriculum.
- •Inclusion Criteria:
- •Currently enrolled in the YSU PT (DPT) or AT (MAT) professional program
- •Enrolled in Human Anatomy PHYT 8810 (PT) or Human Anatomy MAT 6908 (AT), in which auscultation instruction is delivered
- •Age 18 years or older
- •Able to provide voluntary written informed consent
排除标准
- •Prior formal clinical auscultation training as part of a prior healthcare degree (e.g., nursing, respiratory therapy, medicine, physician assistant)
- •Inability to participate in both training sessions due to academic leave, course withdrawal, or scheduling conflict that cannot be reasonably accommodated
结局指标
主要结局
Auscultaqtion Knowledge Score
时间窗: Measured at T1 (baseline, Week 0), T2 (immediately post-traditional, Week 0), T3 (~Week 8, pre-Ventriloscope retention check), T4 (immediately post-Ventriloscope, ~Week 8), and T5 (~Week 16, 2-month follow-up)
Written multiple-choice knowledge assessment measuring clinical interpretation and procedures for auscultation, adapted with permission from Sherman et al. (2011) and revised to reflect PT and AT scope of practice. Parallel-form versions are used across timepoints to reduce test-retest effects. Scores are reported as percent correct (0-100).
Clinical Sound Recognition Skill Score
时间窗: Measured at T1, T2, T3, T4, and T5 (same schedule as the knowledge outcome; spanning approximately 16 weeks)
Structured 16-item practical assessment (7 cardiac: 3 normal, 4 abnormal; 9 pulmonary: 3 normal, 6 abnormal) in which students listen to standardized audio presentations blinded to training condition and identify sound type and normal/abnormal clinical significance. Items scored dichotomously (1 = correct, 0 = incorrect); total score range 0-16. Item order randomized at each administration.
Self-Reported Auscultation Confidence
时间窗: Measured at T1, T2, T3, T4, and T5 (spanning approximately 16 weeks)
9-item Likert-scale survey (1 = Not at all confident to 5 = Extremely confident) adapted from Sherman et al. (2011) and Vatwani et al. (2023), measuring confidence across four domains: (a) performing auscultation technique, (b) identifying normal heart and lung sounds, (c) identifying abnormal heart and lung sounds, and (d) applying auscultation findings in a clinical context, with additional items addressing PT/AT scope-of-practice considerations. Total score reported as mean item response.
次要结局
- Student Perceptions of Training Modalities (Qualitative)(Measured at T4 (immediately post-Ventriloscope, ~Week 8) and T5 (2-month follow-up, ~Week 16))
研究者
Edmund Ickert
Principal Investigator
Youngstown State University