The Effect of Avazma Game Software on Students’ Clinical Function during Voice Disorder Internship

AUTHORS

Parvane Rahimifar 1 , Majid Soltani 2 , MohammadJafar Shaterzadeh Yazdi 2 , Mohammad Mehravar 2 , Hosein Nasrollahi 2 , Negin Moradi 2 , *

1 Master of Speech and Language Pathology, Musculoskeletal Rehabilitation Research Center. Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

2 Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

How to Cite: Rahimifar P, Soltani M, Shaterzadeh Yazdi M, Mehravar M , Nasrollahi H, et al. The Effect of Avazma Game Software on Students’ Clinical Function during Voice Disorder Internship, J Med Edu. 2019 ; 18(2):e105671. doi: 10.22037/jme.v18i2.23501.

ARTICLE INFORMATION

Journal of Medical Education: 18 (2); e105671
Published Online: October 20, 2019
Article Type: Research Article
Received: November 27, 2018
Accepted: May 13, 2019
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Abstract

Background: This study aimed to assess the use of game software on the clinical performance of speech therapy students during their internship.Methods: This study was a clinical trial. The population of the study comprised 69 students of Ahvaz Jundishapur University of Medical  Sciences of 2012, 2013, 2014, and 2015 who passed the voice disorder internship unit in the sixth semester. The first group consisted of 32 students of 2012 and 2013 who passed the voice disorder unit in traditional way, and the second group consisted of 37 students of 2014 and 2015 who passed the voice disorder unit in traditional way along with using game software (combined method). At the end of the sixth semester, students’ internship score was recorded and internship coaches were surveyed about students’ clinical performance. Data were analyzed using SPSS software (22).Results: The age range of the first group was 20-22 years (20.11±3.02) and that of the second group was 20-22 years (20.25±2.12). The mean and standard deviation of the internship score of the students, who learned the unit by software, were 19.36±0.36 and for students who learned the unit by traditional way were 14.12±0.36. Independent t test showed significance difference between the two groups (P≤0.001). 80% of the coaches rated the performance of the students who used the game software to be very good and good in comparison with the traditional educational group.Conclusion: Using educational games in class has led to an increase in students’ clinical performance in dealing with patients with voice impairments and increased satisfaction of their internship coachesfrom students’ performance.

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