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Learning Amplification with CARL: A New Patient Simulator

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1.  Manikin-based training in amplification is intended to:
  1. Facilitate practical experience with hands-on procedures.
  2. Provide a low-risk way to learn high-risk procedures.
  3. Replace the need for classroom instruction.
  4. Both A & B
2.  The impact of using a manikin on student learning was reported by Koch et al to:
  1. Improve probe tube placement skills.
  2. Improve student self-confidence.
  3. Improve convenience of practicing.
  4. All of the above
3.  One specific manikin system (CARL) has the following options for use in amplification courses:
  1. Soft realistic ears with ear canals.
  2. An optional camera to view placement of objects in the ear canal.
  3. Software that measures object placement as millimeters from the tympanic membrane.
  4. All of the above
4.  The CARL manikin has been used to teach hearing aid styles and types, with the following types of hearing aids:
  1. Only BTE hearing aids will fit on CARL’s ears.
  2. Only CIC hearing aids will fit on CARL’s ears.
  3. A wide range of hearing aid styles will fit on CARL’s ears.
  4. Only ITE hearing aids will fit on CARL’s ears.
5.  Experiential learning happens during a CARL-based lesson on hearing aid styles through:
  1. Concrete experience with insertion and removal.
  2. Concrete experience with programming hearing aids.
  3. Concrete experience with counselling hearing aid users.
  4. Concrete experience with earmold modification.
6.  Formative learning happens during a CARL-based lesson on hearing aid styles through:
  1. Students practicing forming ear impression materials with their hands.
  2. Students viewing photographs of hearing aids of different styles.
  3. Students completing specific experiences that explore how ear, hearing aid style, and fit changes insertion and removal.
  4. Students connecting hearing aids to programming software.
7.  Instructor goals in developing a CARL-based activity on the topic of hearing aid style can include:
  1. Promoting hands-on competency with hearing aid handling.
  2. Development of student vocabulary related to physical aspects of hearing aids.
  3. Integration of practical experience with textbook and video resources.
  4. All of the above
8.  A simple solution for handed-in lab assignments is to ask students to:
  1. Submit a fully-edited video of them completing an earmold retubing and sizing.
  2. Submit a photograph of the student’s completion of an earmold retubing and sizing.
  3. Submit a retubed earmold.
  4. Complete an in-person practical exam in which they retube an earmold.
9.  Experiential learning about probe tube placement in CARL’s ear can be deepened by incorporation of:
  1. Protocols and videos that inform students of correct procedures.
  2. Activities that ask students to experiment with good and bad probe tube placement.
  3. Assignments that ask students to relate their own measures back to textbook information.
  4. All of the above
10.  Active learning about fitting high-power hearing aids may be safer and more effective with a manikin because:
  1. Students can fit a high-power hearing aid on CARL and experience/manage on-ear feedback.
  2. Students can experiment with different earmold configurations and see how the affect the output response and feedback.
  3. Students would not typically wear high-power hearing aids for lab practice.
  4. All of the above

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