Training activity information
Details
Discuss the role of the following specialist diagnostic tests, and how they are performed and interpreted, with a qualified clinician:
- Static and dynamic posturography
- Rotational testing
- Subjective visual vertical
- Computerised dynamic visual acuity test
- Office tests of cerebellar function including the vestibulo-ocular reflex suppression test
- Vibration-induced nystagmus tests
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
- Indications for use
- Cost-benefit analysis
- Utility informing the differential diagnosis
- Contraindications
- Screening tests
- Patient and clinician safety
- Infection control
- Local SOPs and international best practice
- Integration of test results with the rest of the battery
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 is your current understanding of each of the listed specialist diagnostic tests? (Static and dynamic posturography, Rotational testing, Subjective visual vertical, Computerised dynamic visual acuity test, Office tests of cerebellar function including the vestibulo-ocular reflex suppression test, Vibration-induced nystagmus tests).
- What do you already know about their clinical indications and the information they provide in the assessment of vestibular disorders?
- Have you reviewed any resources or notes on these tests previously?
- Will you review any specific literature or protocols related to these specialist tests before the discussion?
- Will you prepare a list of specific questions to ask the qualified clinician based on your current understanding and areas where you need clarification?
- Consider possible challenges you might face during the discussion (e.g., understanding complex terminology). How might you prepare to overcome these challenges?
- What are your initial thoughts and feelings about engaging in this discussion with a qualified clinician?
- Will you prepare any specific case reviews that could help guide the discussion or demonstrate the interpretation of different tests?
In action
- How are you approaching the discussion about each specialist test? Why are you asking the questions you are asking?
- Are you deciding to ask for more detail on certain aspects or move on to the next test? What is influencing these decisions?
- How effective are your questions in achieving your aim of understanding the role, performance, and interpretation of these tests? Are you getting the information you need?
- What challenges are you facing during this discussion? Are you struggling with the terminology, the complexity of the tests, or feeling unsure about what questions to ask?
- Are you noticing any particular approaches or explanations from the clinician that are helpful
- Are there alternative approaches you could be considering in your questioning? If you are not getting the answers you need, how could you rephrase your questions or approach the topic differently?
- What support or guidance might you need in this moment from the qualified clinician? Would it be helpful to ask for an example or a practical application of a test?
On action
- Begin by summarising the key points of the discussion about each specialist test. What were the main roles, performance aspects, and interpretation principles discussed? What specific information stood out to you for each test? Were there any particular details about how they are performed or how the results are used that were new or interesting? What was the qualified clinician’s approach to explaining these tests? Did they use specific examples or analogies?
- What specific skills or knowledge did you develop or improve through this discussion? Did you gain a better understanding of the indications for these tests? Were there any unexpected challenges or successes during the discussion? What did you learn from these? For example, did you find some tests easier to understand than others? Did you successfully clarify any points of confusion? In what ways did your reflection-in-action (during the activity) influence how the discussion unfolded? Did your questions lead to more in-depth explanations?
- What areas for continued development have been identified as a result of this activity? Do you need to do further reading on any of these tests? How can you apply the learning from this activity to your routine practice? Will this knowledge influence how you think about the vestibular assessment battery as a whole? Will you review specific resources or discuss these tests further with your supervisor?
Beyond action
- Consider evaluating and re-evaluating your reflections from when you initially engaged with this DTA. Have your views on the role, performance, and interpretation of these specialist tests changed since then?
- How have subsequent experiences since influenced your understanding of these specialist tests or their place in the broader vestibular assessment?
- How has understanding these specialist tests supported you in developing skills for other training activities, such as interpreting complex cases or formulating management plans?
- How have you applied the knowledge gained from this discussion in your subsequent clinical experiences or other DTAs? Have you felt more confident in understanding when these tests might be indicated or how their results contribute to a diagnosis?
- Identify clear actions for continued development of your knowledge and understanding of these tests. How will you stay updated on advances in these specialist vestibular assessments in your future practice?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 2 |
Outcome
Perform vestibular assessments making safe and appropriate adaptions to the test approach to suit the needs of the patient. |
| # 3 |
Outcome
Perform and interpret a wide range of diagnostic vestibular tests. |