Training activity information
Details
Assist in the selection, safe performance and interpretation of diagnostic tests on preschool-age children and document the results:
- Otoscopy
- Visual reinforcement audiometry
- Performance/Play audiometry
- Tympanometry
- Speech testing
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee​.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Considerations
- Patient centred care and support
- Explanation of tests and gaining consent
- Contraindications to testing
- Infection control
- Effective communication
- Consent
- Adapting to different patient needs
- Local and national guidelines and international best practice
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
- What are the age-appropriate modifications and considerations for each test (Otoscopy, Visual reinforcement audiometry, Performance/Play audiometry, Tympanometry, Speech testing) when working with preschool children? What safety measures are crucial?
- What are the typical findings and how are they interpreted for this age group?
- What practical skills in test administration and interpretation do you hope to develop?
- What challenges specific to testing preschool children might you encounter, and how might you overcome them?
- Have you reviewed protocols for each test?
- Have you observed experienced audiologists performing these tests on preschool children?
In action
- What actions are you taking in assisting with each stage: the selection of the test based on the child’s behaviour and development, ensuring safe performance, observing and noting the child’s responses during the test, and contributing to the interpretation of the results.
- What specific techniques are you using to engage the child?
- How are you ensuring the child’s comfort and cooperation?
- Are you finding it easy to adapt the testing approach based on the child’s reactions?
- Are there any tests that are proving more challenging to perform or interpret with this particular child?
- What are you learning about the practical application of these tests with preschool children?
- How effective are the strategies being used to maintain the child’s attention?
- If the child is uncooperative with a particular test, are you considering alternative approaches or modifications?
- Are you communicating effectively with the supervising clinician about any challenges or observations?
- Are you working within the agreed protocols for testing this age group?
On action
- Think about the preschool children you assisted with. What were their different levels of engagement and cooperation during the various tests (Otoscopy, Visual reinforcement audiometry, Performance/Play audiometry, Tympanometry, Speech testing)? What behavioural cues did you observe that influenced the choice or adaptation of testing methods? How were the results documented?
- What did you learn about selecting appropriate diagnostic tests for preschool-age children based on their developmental stage and behaviour? What techniques did you observe or use to ensure safe performance and maintain the child’s attention? What did you learn about the interpretation of the results from these tests in this age group? Were there any unexpected challenges, and what did you learn from them?
- What strategies for engaging preschool children during testing were particularly effective or ineffective? How can you apply what you learned to future interactions with this age group? What areas of preschool audiological testing (e.g., a specific test or interpretation skill) do you need to develop further?
- What considerations are needed for documenting results in this age group, compared to older children or adults?
Beyond action
- Reflecting on your initial experiences assisting with these tests for preschool children and comparing them to any subsequent paediatric audiology experiences or observations, have you noticed any changes in your approach or understanding of child-friendly testing techniques?
- Have you gained new insights into managing the behaviour of this age group during assessments?
- How has your early exposure to these paediatric tests influenced your ability to adapt testing strategies for young children now?
- Can you identify specific techniques or your confidence in interacting with this age group that improved as a result of this DTA and subsequent experiences?
- As you progress, how will your understanding of these core paediatric diagnostic tests and your ability to engage with preschool children inform your role in diagnostic assessments, management planning or communicating with parents/carers?
- Can you reflect on how you might apply the skills you gained from the paediatric tests in your adult clinics? Could they be useful for certain populations?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 5 |
Outcome
Assess hearing function in school age children and assist in the hearing assessment of infants and pre-school children using a range of standard diagnostic tests. |